Exploring didactic models for programming
Jens Kaasbøll · 2002
Models for teaching programming have been suggested in the literature. Interviews of teachers indicate that they normally do not relate to such models. Since referring explicitly to didactic models in teaching may improve learning, using models seems preferable. Models concerning learning and teaching are suggested in the paper. 1. Introduction High failure rates in many introductory programming courses may be symptoms of the limited research having been invested in the area. While pedagogical research has provided theories of learning and teaching that are useful in informatics education, each subject requires specific teaching practices (Stodolsky, 1988), and these have to be based on the subject itself. Concerning learning of programming, Booth (1992), in a qualitative study of how university students, found that students' competence could be described in four advancing stages. Spohrer and Soloway's (1986) studied student-generated programs, and found that learners had more troub...