| Autor: |
Shackelford, Russell L., Badre, Albert N. |
| Zdroj: |
International Journal of Man-Machine Studies; June 1993, Vol. 38 Issue: 6 p985-997, 13p |
| Abstrakt: |
Computer programming education is evolving on several fronts. This study investigated aspects of the question: how adequate are our conceptions of how to best teach the subject matter? Previous research suggested that the teaching of programming should be focused on "problem solving strategies" ("Model A") rather than on the syntactic/semantic aspects of writing programs ("Model B"). This study was designed to test for student programming performance differences based upon feedback content obtained from each of these two models. The results indicate that certain Pascal loop construct definitions are too general with respect to loop construction. A stricter loop schema resulted in superior performance. The findings also argue that the WHILE construct should receive stricter instructional treatment. In addition, a "constructive" approach to "Model A" feedback (focusing on programmer processes) correlated with subsequent performance superior to that of the control group, whereas neither the conventional approach to "Model A" feedback nor "Model B" feedback (focusing on programmer errors) did so. This finding argues that an approach which relies on narrative treatments and/or error messages is ineffective and that constructive decision rules should serve as a basis for feedback generation and perhaps other aspects of teaching. Copyright 1993, 1999 Academic Press |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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