Savoirs, concepts et situations dans les premiers apprentissages en programmation et en algorithmique
Jean-Baptiste Lagrange, Janine Rogalski · Annales de didactique et de sciences cognitives · 2017
In several countries including France, there is a growing interest for the teaching and learning of algorithmics and programming at school and college level. It is then necessary to question the objectives of this teaching and learning, and to propose controlled implementations. This article, written by a researcher in cognitive ergonomics and a researcher in didactics, aims at assessing some research results in this field, on the basis of research work conducted sporadically since thirty years. It first attempts to show the permanence of questions related to beginners’ conceptual difficulties, and then tackles the issue of learning situations. Then it takes stock of results obtained in psychology of programming, focusing on a conceptual field precisely identified around the concept of computer variable. The conclusion gives evidence of a broad field of research now open.