Development of a web-based surveying instrument to identify problem-solving abilities related to effective instruction in computer programming
Susan M. Blunck, Scott F. Smith, Jorge Vasconcelos-Santillan · 2008
This dissertation presents the modeling and development of a test for algorithmic problem-solving skills; an instrument specialized in surveying fundamental abilities in computer programming. This action research study has been driven by an educational need to understand what prevents many college students from learning to elaborate computer programs and has been performed under the premise that a large number of instructional challenges are due to factors indirectly related with coursework like deficiencies in reading, arithmetic, or algebra; abilities which mastery precedes the programming level. The work has been grounded in a constructivist theoretical framework and has followed a hermeneutic approach to understand and integrate common programming errors, programming-specific thinking styles and problem-solving ability domains. The final product, a web-based survey prototype—the initial stage of a screening platform—is already being used to better identify, and start benchmarking, problem-solving skills essential in effective learning of computer programming. The software tool, along with the methodological framework associated, are aimed to provide programming instructors with information and resources to differentiate instruction according to diverse levels of problem-solving abilities, as well as help students to reflect on their problem solving strengths, while gaining a deeper understanding of the knowledge, abilities, and cognitive processes needed to become skillful in creating algorithms and elaborate computer programs.