A qualitative think aloud study of the early Neo-Piagetian stages of reasoning in novice programmers

Teague, D; Comey, M; Ahadi, A; Lister, R

A qualitative think aloud study of the early Neo-Piagetian stages of reasoning in novice programmers

Teague, D Comey, M Ahadi, A

Lister, R

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2013, 136 pp. 87 - 95
Issue Date:: 2013-01-29

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Field	Value	Language
dc.contributor.author	Teague, D	en_US
dc.contributor.author	Comey, M	en_US
dc.contributor.author	Ahadi, A https://orcid.org/0000-0002-2018-3065	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.date.issued	2013-01-29	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2013, 136 pp. 87 - 95	en_US
dc.identifier.isbn	9781921770210	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27408
dc.description.abstract	© 2013, Australian Computer Society, Inc. Recent research indicates that some of the difficulties faced by novice programmers are manifested very early in their learning. In this paper, we present data from think aloud studies that demonstrate the nature of those difficulties. In the think alouds, novices were required to complete short programming tasks which involved either hand executing ("tracing") a short piece of code, or writing a single sentence describing the purpose of the code. We interpret our think aloud data within a neo-Piagetian framework, demonstrating that some novices reason at the sensorimotor and preoperational stages, not at the higher concrete operational stage at which most instruction is implicitly targeted.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	A qualitative think aloud study of the early Neo-Piagetian stages of reasoning in novice programmers	en_US
dc.type	Conference Proceeding
utslib.citation.volume	136	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	089999 Information and Computing Sciences not elsewhere classified	en_US
dc.location.activity	Adelaide, 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	closed_access
pubs.publication-status	Published	en_US
pubs.volume	136	en_US

Abstract:

© 2013, Australian Computer Society, Inc. Recent research indicates that some of the difficulties faced by novice programmers are manifested very early in their learning. In this paper, we present data from think aloud studies that demonstrate the nature of those difficulties. In the think alouds, novices were required to complete short programming tasks which involved either hand executing ("tracing") a short piece of code, or writing a single sentence describing the purpose of the code. We interpret our think aloud data within a neo-Piagetian framework, demonstrating that some novices reason at the sensorimotor and preoperational stages, not at the higher concrete operational stage at which most instruction is implicitly targeted.

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http://hdl.handle.net/10453/27408