UUnderstanding Novices’ Perceptions of “Authentic” Programming
Caryn Tran, Eleanor O’Rourke · 2023
Authentic learning, characterized by engagement with real-world problems and tools, has long been of interest in education due to its impact on student motivation and learning outcomes [2, 7]. In computer science (CS) education, however, students and teachers face the challenge of balancing the desire to teach and learn "real" programming with the need for a gentle and scaffolded introduction to this highly abstract and cognitively demanding discipline [4]. As a tool-dependent discipline, the tension between authentic and scaffolded is particularly evident in the perceived in-authenticity of educational programming tools. While scaffolded blocks-based programming tools are approachable [14] and beneficial for learning [3, 10], they are often perceived as less authentic by high school students [4, 14], which can be demotivating. Conversely, "real" text-based programming, while authentic, can be difficult and intimidating, creating a barrier to learning and engagement [10, 14]. This dichotomy exemplifies a challenge in CS education: how can we provide an authentic learning experience through tools that are both approachable and representative of authentic programming practice?