| Popis: |
The value of computer programming courses in secondary schools and for noncomputing majors at the college level is being questioned. At the same time, mathematics and science educators are attempting to create learning opportunities that are identical to those intrinsic to programming courses. In this paper, student actions learning looping concepts in an exploratory environment are analyzed. The analysis reveals serious shortcomings in student’s basic learning strategies and a rich opportunity for the teacher to diagnose and address student needs. Based on this analysis and recent advances in learning theory, it is suggested that programming instruction receive more careful study, first to determine appropriate goals and instructional methodologies and then to determine its educational value. |
