Teaching and Learning Programming: A Constructivist Approach
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This study examined the cognitive consequences of constructivist teaching practices on the acquisition and transfer of programming with respect to the design of an instructional context that would encourage students to engage in reflective thought; the cognitive consequences of learning in the constructivist context; and the relation between the social and the individual in the teaching and learning process of programming. Students worked on a variety of programming and design problems in constructivist instructional contexts. The results indicated that between-group differences over repeated measures consistently favored students in reflective instruction. Rather than simple differences on measures, the pattern of mean differences over time conformed to a chain of cognitive consequences regulating the acquisition of programming. The implications of the study and suggestions for future research were discussed.
Abstract
This study examined the cognitive consequences of constructivist teaching practices on the acquisition and transfer of programming with respect to the design of an instructional context that would encourage students to engage in reflective thought; the cognitive consequences of learning in the constructivist context; and the relation between the social and the individual in the teaching and learning process of programming. Students worked on a variety of programming and design problems in constructivist instructional contexts. The results indicated that between-group differences over repeated measures consistently favored students in reflective instruction. Rather than simple differences on measures, the pattern of mean differences over time conformed to a chain of cognitive consequences regulating the acquisition of programming. The implications of the study and suggestions for future research were discussed.
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