Designing programming tasks to elicit self-management metacognitive behaviour
A. Carbone, Ian Mitchell, Richard Gunstone, J. Hurst · 2003
In most introductory programming courses tasks are given to students to complete as a crucial part of their study. In this paper, a set of guiding principles is presented for designing programming tasks aimed to elicit metacognitive behaviours in first year students. The main source of data gathered for this study is provided by first year programming students that studied in two different information technology degrees.