Mired in the web: Vignettes from charlotte and other novice programmers

Teague, D; Lister, R; Ahadi, A

Mired in the web: Vignettes from charlotte and other novice programmers

Teague, D Lister, R

Ahadi, A

Permalink

Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2015, 160 pp. 165 - 174
Issue Date:: 2015-01-01

Closed Access

	Filename	Description	Size
	2015_01_ACE_TeagueListerAhadi_MiredInTheWeb_AsItAppearedInTheProceedings.pdf	Published version	534.13 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Teague, D	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Ahadi, A https://orcid.org/0000-0002-2018-3065	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2015, 160 pp. 165 - 174	en_US
dc.identifier.isbn	9781921770425	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37497
dc.description.abstract	© 2015, Australian Computer Society, Inc. Ahadi and Lister (2013) found that many of their introductory programming students had fallen behind as early as week 3 of semester, and those students often then stayed behind. Our later work (Ahadi, Lister and Teague 2014) supported that finding, for students at another institution. In this paper, we go one step further than those earlier studies by observing a number of students as they complete programming tasks while thinking aloud. We describe the types of inconsistencies students manifest, which are often not evident on analysis of conventional written tests. We again interpret our findings using neo- Piagetian theory. We conclude with some thoughts on the pedagogical implications of our research results.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Mired in the web: Vignettes from charlotte and other novice programmers	en_US
dc.type	Conference Proceeding
utslib.citation.volume	160	en_US
utslib.for	1301 Education Systems	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	160	en_US

Abstract:

© 2015, Australian Computer Society, Inc. Ahadi and Lister (2013) found that many of their introductory programming students had fallen behind as early as week 3 of semester, and those students often then stayed behind. Our later work (Ahadi, Lister and Teague 2014) supported that finding, for students at another institution. In this paper, we go one step further than those earlier studies by observing a number of students as they complete programming tasks while thinking aloud. We describe the types of inconsistencies students manifest, which are often not evident on analysis of conventional written tests. We again interpret our findings using neo- Piagetian theory. We conclude with some thoughts on the pedagogical implications of our research results.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/37497