Information technology students' changing perceptions of assessment strategies during pair programming

Hahn, Jan Hendrik; Mentz, Elsa; Meyer, Lukas

doi:10.1080/10288457.2012.10740741

Cited by 1 publication

(1 citation statement)

References 17 publications

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“…Providing professional development for pre-service teachers to competently deliver variable conceptions in relation to computer programming languages is a challenge, in particular starting with acquisition their misconceptions (Dehnadi, 2009;Hahn et al, 2012), because most pre-service teachers, who have majored in computer science or a related discipline, might have enough or incomplete knowledge with the use of computer programming language to teach variables. The literature showed that it lacks knowledge of how pre-service teachers would engage in computer science learning and teaching (Yadav et al, 2017).…”

Section: Importance Of Pre-service Teacher Development In Teaching Computer Programmingmentioning

confidence: 99%

A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: findings to teacher education course

2021

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For over a decade, researchers have been concerned about variable misconceptions within teaching and learning computer programming. Few studies exist to explore this concern in-depth from a pre-service teacher's perspective. Importantly, the identification of pre-service teachers' misconceptions in computer programming may significantly impact teaching and learning since it provides remedies to minimize or prevent effects on students. This study examines variable misconceptions of computer science pre-service teachers in Thailand and the effects of different computer-programming preferences on variable misconceptions. This study used a quantitative research method to examine a Thai sample of 151 computer science pre-service teachers with different preferences of programming languages. In this study, the pre-service teachers were asked to evaluate the provided programming tasks relating to variables. The Kruskal-Wallis and Mann-Whitney U tests were performed to compare the computer-programming preferences between the groups. The findings of this study slightly reveal that the computer programming pre-service teachers have misconceptions about variables. The pre-service teachers in Logo and Scratch groups have similarly observed misconceptions. The Python group, however, is better at interpreting the misconceptions about variables. A design of preservice teacher education activities to tackle variable misconceptions in the K-12

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Section: Importance Of Pre-service Teacher Development In Teaching Computer Programmingmentioning

confidence: 99%

A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: findings to teacher education course

2021

View full text Add to dashboard Cite

show abstract

Information technology students' changing perceptions of assessment strategies during pair programming

Cited by 1 publication

References 17 publications

A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: findings to teacher education course

A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: findings to teacher education course

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