Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference, which can limit their potential to develop programming skills. This paper proposes a constructivist-based teaching model that integrates cognitive conflict and program visualisation with the aim of supporting novice programmers in the formulation of appropriate mental models. The results of an initial empirical study produced three findings of note. Firstly, a teaching model based on either visualisation alone or cognitive conflict integrated with visualisation can help students develop viable models of value assignment. Secondly, there was evidence to suggest that cognitive conflict integrated with visualisation outperformed visualisation alone in helping students develop viable models of the more challenging concept of object reference assignment. And thirdly, there was evidence of an improvement in students' understanding of value and object reference assignment using the teaching model based on visualisation and cognitive conflict.
机译:使用认知冲突和Jeliot可视化来改善新手程序员持有的心理模型
机译:使用认知冲突和可视化来改善新手程序员持有的心理模型
机译:研究和改进新手程序员掌握的编程概念模型
机译:使用认知冲突和简单的可视化来改善新手程序员持有的心理模型
机译:通过插图和类比改善解决问题的能力:互联网的新手心理模型。
机译:新手程序员对问题解决能力的评估
机译:改善新手程序员持有的心理模型的可行性
机译:培养改善年轻新手驾驶员的决策。第2卷:文献综述。一致性而非能力:年轻新手驾驶员决策的认知,激励和发展方面