A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

Te Lien Chou, Kai Yu Tang*, Chin Chung Tsai

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

原文英語
頁(從 - 到)1370-1400
頁數31
期刊Journal of Educational Computing Research
59
發行號7
DOIs
出版狀態已發佈 - 2021 12月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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