Modular Programming Novice Misconceptions

This study explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students appeared to conceive a direct procedure-to-procedure linkage, with the connection being forged by identically named formal parameters. Throughout the semeste...

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Published in:Journal of research on technology in education Vol. 34; no. 3; pp. 217 - 229
Main Authors: Madison, Sandra, Gifford, James
Format: Journal Article
Language:English
Published: Eugene Routledge 01.03.2002
Taylor & Francis Ltd
Subjects:
Cognitive Development
Cognitive Style
College students
Computer programming
constructivism
Educational Research
Errors
Interviews
Knowledge
Learning
misconception
modular programming
novice programmers
parameters
PASCAL
Problem solving
Programmers
Students
ISSN:1539-1523, 1945-0818
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Abstract This study explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students appeared to conceive a direct procedure-to-procedure linkage, with the connection being forged by identically named formal parameters. Throughout the semester, both students were able-by making apparently innocuous adjustments to formal parameter lists-to construct correctly functioning modular programs. They were also able to correctly answer parameter-related test questions when the questions did not provoke a conflict with their fundamental misconception of the parameter process. Therefore, the misconceptions were concealed from the instructor and perhaps from the students themselves. This article discusses the results of the study within the constructivist framework and suggests implications for instruction.
AbstractList This study explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students appeared to conceive a direct procedure-to-procedure linkage, with the connection being forged by identically named formal parameters. Throughout the semester, both students were able-by making apparently innocuous adjustments to formal parameter lists-to construct correctly functioning modular programs. They were also able to correctly answer parameter-related test questions when the questions did not provoke a conflict with their fundamental misconception of the parameter process. Therefore, the misconceptions were concealed from the instructor and perhaps from the students themselves. This article discusses the results of the study within the constructivist framework and suggests implications for instruction.
Madison and Gifford explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students appeared to conceive a direct procedure-to-procedure linkage, with the connection being forged by identically named formal parameters.
Author Gifford, James
Madison, Sandra
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Snippet This study explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students appeared to...
Madison and Gifford explored the parameter-related misconceptions of two college students enrolled in an introductory programming course. Both students...
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SubjectTerms Cognitive Development
Cognitive Style
College students
Computer programming
constructivism
Educational Research
Errors
Interviews
Knowledge
Learning
misconception
modular programming
novice programmers
parameters
PASCAL
Problem solving
Programmers
Students
Subtitle Novice Misconceptions
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Title Modular Programming
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