Concrete and other neo-piagetian forms of reasoning in the novice programmer

Lister, R

Concrete and other neo-piagetian forms of reasoning in the novice programmer

Lister, R

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2011, 114 pp. 9 - 18
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2011, 114 pp. 9 - 18	en_US
dc.identifier.isbn	9781920682941	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17580
dc.description.abstract	This paper brings together a number of empirical research results on novice programmers, using a neo-Piagetian theoretical framework. While there already exists literature connecting programming with classical Piagetian theory, in this paper we apply neo-Piagetian theory. Using that neo-Piagetian perspective, we offer an explanation as to why attempts to predict ability for programming via classical Piagetian tests have yielded mixed results. We offer a neo-Piagetian explanation of some of the previously puzzling observations about novice programmers, such as why many of them make little use of diagrams, and why they often manifest a nonsystematic approach to writing programs. We also develop the relatively unexplored relationship between concrete operational reasoning and programming, by exploring concepts such as conservation and reversibility. © 2011, Australian Computer Society, Inc.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Concrete and other neo-piagetian forms of reasoning in the novice programmer	en_US
dc.type	Conference Proceeding
utslib.citation.volume	114	en_US
utslib.for	0899 Other Information and Computing Sciences	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
dc.location.activity	Perth, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	114	en_US

Abstract:

This paper brings together a number of empirical research results on novice programmers, using a neo-Piagetian theoretical framework. While there already exists literature connecting programming with classical Piagetian theory, in this paper we apply neo-Piagetian theory. Using that neo-Piagetian perspective, we offer an explanation as to why attempts to predict ability for programming via classical Piagetian tests have yielded mixed results. We offer a neo-Piagetian explanation of some of the previously puzzling observations about novice programmers, such as why many of them make little use of diagrams, and why they often manifest a nonsystematic approach to writing programs. We also develop the relatively unexplored relationship between concrete operational reasoning and programming, by exploring concepts such as conservation and reversibility. © 2011, Australian Computer Society, Inc.

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http://hdl.handle.net/10453/17580