Programming by discovery

Ramadhan, Haider Ali

doi:10.1046/j.1365-2729.2000.00118.x

Cited by 32 publications

(21 citation statements)

References 14 publications

(18 reference statements)

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“…In such a discovery type of learning the users are more likely to master the syntactic and semantic knowledge of programming because they are supported by algorithms and pseudocode like languages that are built around a small number of concepts, instead of having to cope with the dense detailed syntax of a programming language. At the same time, the users were aided to practise with full control, exploring their questions, forming hypotheses, testing the hypotheses and drawing their conclusions (Ramadhan, 2000). Although not all students using TLSS will develop such kinds of knowledge, the typical case reported in this study provides evidence for this as the students were gradually able to generate conclusions about the operation of the software and gain a greater understanding of the characteristics and functions of different commands.…”

Section: Providing An Active and Dynamic Learning Experiencementioning

confidence: 86%

“…Linn and Clancy (1992) advocated the case study approach to computer programming instruction. With the advance of technology, computer-based tools such as program visualization (Mayer, 1981;Jehng et al ., 1999;Ramadhan, 2000;Smith & Webb, 2000), animation (Kann et al ., 1997) and simulation (Thomas & Upah, 1996) have been developed and employed by researchers. They believed that the usefulness of the mental models provided by all these computer-based tools could help students to visualize hidden and internal changes in some conceptual parts of the underlying computer system, which in turn would enable them to observe how programs work and thus enhance their understanding of computer programming.…”

Section: Tools and Methods For Learning Programmingmentioning

confidence: 99%

“…This shows that the simulation helped them to acquire a rough understanding of how algorithmic knowledge works. The underlying abstractions of programming, which can uncover more casual interactions between components in a dynamic program and help students obtain a more useful mental representation of programming (Mayer, 1981;Soloway, 1986;Baillie & Percoco, 2000;Dean & Webster, 2000;Ramadhan, 2000;Smith & Webb, 2000), may not be so explicitly brought out. Students at this stage may only discover a superficial relationship between the software and programming, such as the commands and layout of the statements.…”

Section: Fostering Various Cognitive Approachesmentioning

confidence: 99%

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Learning to program through interactive simulation

Yuen

2006

Educational Media International

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Extensive studies have been conducted on programming knowledge, instructional environments and effective pedagogies in order to improve the teaching and learning of computer programming. However, there have been few studies on the usefulness and effectiveness of using simulation. The aim of this paper is two-fold: to describe the design and development of a computer-based simulation tool for learning computer programming and to report a case study of four students' learning experiences using the simulation tool, which provides a learning environment in the context of daily life. In solving the problem posed by the simulation tool, students are encouraged to think and construct their own solutions. Three categories with respect to students' learning processes were observed in the study, namely dynamic learning experience, fostering cognitive approaches and stimulating attitude change. Implications of the simulation for learning programming are also discussed. It is hoped that the simulation tool will inspire students to look beyond a specific simulation and transfer insights gained from the simulation to the learning of computer programming. Apprendre à programmer grâce à la simulation interactiveDes études importantes ont été menées sur la connaissance de la programmation, les environnements d'étude et les pédagogies effectives visant à améliorer l'enseignement et l'apprentissage de la programmation informatique. On compte cependant peu d'études sur l'utilité et l'efficacité de l'emploi des simulations. Le but de la présente étude est double : d'une part décrire la conception et le développement d'un outil de simulation sur ordinateur pour apprendre la programmation informatique et d'autre part présenter une étude de cas portant sur les expériences d'apprentissage de quatre étudiants ayant utilisé cet outil de simulation qui fournit un environnement d'apprentissage dans le contexte de la vie quotidienne. Trouver la solution du problème posé par l'outil de simulation encourage les étudiants à penser et à construire leurs propres solutions. Au cours de l'étude on a observé trois catégories en ce qui concerne les processus d'apprentissage des étudiants. Ce sont : une expéri-ence d'apprentissage dynamique, l'encouragement des approches cognitives et la stimulation pour un changement d'attitude. On examine aussi les conséquences de la simulation sur l'apprentissage de la programmation. On espère que cet outil de simulation donnera aux étudiants l'idée de regarder plus loin que telle ou telle simulation et de transférer la compréhension acquise grâce à la simulation à l'apprentissage de la programmation informatique proprement dite. Programmieren lernen durch interaktive SimulationUmfangreiche Studien sind auf Programmierwissen, Unterrichtsumgebungen und wirksame Pädagogiken durchgeführt worden, um die Lehre und das Erlernen von Computerprogrammierung zu verbessern. Jedoch gibt es nur wenige Studien, die auf der Nützlichkeit und Wirksamkeit zielen, Simulationen zu verwenden. Dieser Beitrag hat ein doppeltes Ziel: den E...

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Section: Providing An Active and Dynamic Learning Experiencementioning

confidence: 86%

Section: Tools and Methods For Learning Programmingmentioning

confidence: 99%

Section: Fostering Various Cognitive Approachesmentioning

confidence: 99%

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Learning to program through interactive simulation

Yuen

2006

Educational Media International

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“…The literature also supports this kind of learning process, with findings suggesting that the learning takes place with more success using the theory and practice at the same time following the provision of the basics to the students (Crews and Murphy, 2004;Ziegler andCrews, 1999 as cited in Hu, 2004). In addition, there are studies emphasising that use of visuals in software ─ especially making use of visual tools in subjects associated with conditional statements and loops ─ and interactive methods have significant effect on student success and motivation (Arabacıoğlu, Bülbül, & Filiz, 2007;Cooper, Dann, & Pausch, 2003;Gültekin, 2006;Hu, 2004;Kelleher, Pausch, & Kiesler, 2007;Malan & Leitner, 2007;Peppler & Kafai, 2007;Ramadhan, 2000). There also are other studies demonstrating that using graphics and animations helps students pay more attention to classes (Bishop-Clark, Courte, & Howard, 2007;Brusilovsky & Spring, 2004;Lin & Zhang, 2003).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Mathematics Education Students’ Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching

Gökçe¹,

Yenmez²,

Ozpinar³

2017

IES

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Recent developments in technology have changed the learner's profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methods is likely to fail to achieve the learning outcomes. That is why; teachers and teacher candidates are expected to have computer literacy skills. Programming is the main focus of this study since it is an important part of computer literacy. The study aims to analyze mathematics education students' skills in the process of programming and their practices of integrating it into their teaching. The participants of the study are 42 third grade students of an Elementary Mathematics Education Program of a state university in Turkey. Within the study in which theory and practice was carried out simultaneously, the participants were taught the basics of programming and the algorithms with C programming language. The teacher candidates put the theoretical knowledge into practice using the visual programming application by MIT App Inventor at the computer laboratory. In addition, they used the MIT App Inventor visual programming environment to develop programs they will use in teaching mathematics in groups. Given the component of teaching of programming during this process, it is considered that the process of teaching in question will be effective in planning the teaching process of future studies. The reason is that not only it analyses the development of the variables used in this study but also because it takes into consideration the opinions of teacher candidates.

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“…Ramadhan (2000) synthesised certain empirical results (Gilmore & Green, 1988;Jones, 1984;Norman, 1983) and concluded:…”

Section: ) Points Out Thatmentioning

confidence: 99%

The Development, Use and Evaluation of a Program Design Tool in the Learning and Teaching of Software Development

Garner¹

2006

IISIT

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The learning of software development is difficult for many students. Given a problem statement, students have to be able to: design a solution to the problem; implement a solution in a programming language; and test the solution. Often students miss out the design step and start writing programming code immediately. And yet instructors aim to encourage their students to develop a design in, for example, pseudocode. This helps students think carefully about their program designs without getting bogged down in the intricacies of a programming language. However students do not like writing pseudocode. Reasons for this include: it is another language to learn; they do not think that they are actually programming; they cannot test their designs as the designs are not executable; there is not a rigid syntax and so students are unsure whether their pseudocode meets an instructor's expectations. This paper concerns the development of a simple tool that helps students create pseudocode. The tool has been used and evaluated in an introductory programming unit of study. The results suggest that the tool was easy for students to use and that it helped support their learning.

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Programming by discovery

Cited by 32 publications

References 14 publications

Learning to program through interactive simulation

Learning to program through interactive simulation

An Analysis of Mathematics Education Students’ Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching

The Development, Use and Evaluation of a Program Design Tool in the Learning and Teaching of Software Development

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