Practical thinking while learning to program - novices' experiences and hands-on encounters

Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. The first objective is to lay out a theoretical foundation for understanding the learning s...

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Veröffentlicht in:	Computer science education Jg. 32; H. 1; S. 128 - 152
1. Verfasser:	von Hausswolff, Kristina
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Norwood Routledge 02.01.2022 Taylor & Francis Ltd
Schlagworte:	Computer Science Education Computer Science with specialization in Computer Science Education Research Content analysis Course Content Datavetenskap med inriktning mot datavetenskapens didaktik Dewey Education Empirical analysis Experiential Learning hands-on work Higher Education Keyboards Learning Learning Processes learning to program Novices novices in programming Pragmatics Pragmatism Programming programming education Qualitative analysis Semiotics Student Experience Students Wittgenstein, Ludwig (1889-1951)
ISSN:	0899-3408, 1744-5175, 1744-5175
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Abstract	Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study. Core concepts from Dewey's pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework. Students' learning processes can be understood as 'come to agreement' and habitual actions when doing programming as 'practical thinking'. Programming education can be reframed beyond the theory-practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be re-evaluated in a pragmatic light.
AbstractList	Objective The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study. Method Core concepts from Dewey’s pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework. Findings Students’ learning processes can be understood as ‘come to agreement’ and habitual actions when doing programming as ‘practical thinking’. Implications Programming education can be reframed beyond the theory–practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be re-evaluated in a pragmatic light. Background and ContextResearch in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation.ObjectiveThe first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study.MethodCore concepts from Dewey’s pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework.FindingsStudents’ learning processes can be understood as ‘come to agreement’ and habitual actions when doing programming as ‘practical thinking’.ImplicationsProgramming education can be reframed beyond the theory–practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be re-evaluated in a pragmatic light. Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study. Core concepts from Dewey's pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework. Students' learning processes can be understood as 'come to agreement' and habitual actions when doing programming as 'practical thinking'. Programming education can be reframed beyond the theory-practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be re-evaluated in a pragmatic light. Background and Context: Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and an underlying theory to anchor that explanation. Objective: The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the computer lab. The second objective is to illustrate how this theoretical foundation can help give insight by applying it to an empirical study. Method: Core concepts from Dewey's pragmatic theory are combined with the thinking of Deleuze and the later Wittgenstein to form a theoretical framework. The main empirical data is seven student interviews, which were analyzed using a qualitative content analysis method in two steps, first analyzing the stated content and second through the lens of the theoretical framework. Findings: Students' learning processes can be understood as 'come to agreement' and habitual actions when doing programming as 'practical thinking'. Implications: Programming education can be reframed beyond the theory--practice dichotomy already rejected by pragmatism. This may have an impact on both course design and assessment, in that knowledge and measurement of knowledge have to be re-evaluated in a pragmatic light.
Audience	Higher Education Postsecondary Education
Author	von Hausswolff, Kristina
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Snippet	Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an explanation of why that is and... Background and Context: Research in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an... Background and ContextResearch in programming education seems to show that hands-on writing at the keyboard is beneficial for learning, but we lack an... Objective The first objective is to lay out a theoretical foundation for understanding the learning situation when novices first encounter programming in the...
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SubjectTerms	Computer Science Education Computer Science with specialization in Computer Science Education Research Content analysis Course Content Datavetenskap med inriktning mot datavetenskapens didaktik Dewey Education Empirical analysis Experiential Learning hands-on work Higher Education Keyboards Learning Learning Processes learning to program Novices novices in programming Pragmatics Pragmatism Programming programming education Qualitative analysis Semiotics Student Experience Students Wittgenstein, Ludwig (1889-1951)
Title	Practical thinking while learning to program - novices' experiences and hands-on encounters
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