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Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models

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Non-Traditional Novices' Perceptions of Learning to Program : A Framework of Developing Mental Models. / Spangsberg, Thomas Hvid; Fincher, Sally; Dziallas, Sebastian.

Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. IEEE, 2019. 8659301 (Proceedings - Frontiers in Education Conference, FIE, Bind 2018-October).

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

Harvard

Spangsberg, TH, Fincher, S & Dziallas, S 2019, Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models. i Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings., 8659301, IEEE, Proceedings - Frontiers in Education Conference, FIE, bind 2018-October, 48th Frontiers in Education Conference, FIE 2018, San Jose, USA, 03/10/2018. https://doi.org/10.1109/FIE.2018.8659301

APA

Spangsberg, T. H., Fincher, S., & Dziallas, S. (2019). Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models. I Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings [8659301] IEEE. Proceedings - Frontiers in Education Conference, FIE, Bind. 2018-October https://doi.org/10.1109/FIE.2018.8659301

CBE

Spangsberg TH, Fincher S, Dziallas S. 2019. Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models. I Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. IEEE. Article 8659301. (Proceedings - Frontiers in Education Conference, FIE, Bind 2018-October). https://doi.org/10.1109/FIE.2018.8659301

MLA

Spangsberg, Thomas Hvid, Sally Fincher og Sebastian Dziallas "Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models". Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. IEEE. (Proceedings - Frontiers in Education Conference, FIE, Bind 2018-October). 2019. https://doi.org/10.1109/FIE.2018.8659301

Vancouver

Spangsberg TH, Fincher S, Dziallas S. Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models. I Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. IEEE. 2019. 8659301. (Proceedings - Frontiers in Education Conference, FIE, Bind 2018-October). https://doi.org/10.1109/FIE.2018.8659301

Author

Spangsberg, Thomas Hvid ; Fincher, Sally ; Dziallas, Sebastian. / Non-Traditional Novices' Perceptions of Learning to Program : A Framework of Developing Mental Models. Frontiers in Education: Fostering Innovation Through Diversity, FIE 2018 - Conference Proceedings. IEEE, 2019. (Proceedings - Frontiers in Education Conference, FIE, Bind 2018-October).

Bibtex

@inproceedings{3e86e5ddad5145efb25604078d7a8abb,
title = "Non-Traditional Novices' Perceptions of Learning to Program: A Framework of Developing Mental Models",
abstract = "In this research full paper, we present a study of a cohort of non-traditional students learning to program as part of an intercalated computer science year named Year in Computing at University of Kent, Canterbury in the UK. The study uses focus group interviews with students to explore their articulations and perceptions of learning to program. During the interviews, we used Bebras puzzles as a tool for students to reflect on their own experiences in learning to program. By observing the students working with the puzzle, some of the tacit information of problem-solving strategies became apparent. We see Bebras puzzles as a way to gain valuable insights that are not as easily available when relying on conventional self-reflection in a qualitative study. Another contribution grounded in this study is the proposal of a framework describing the students' developing mental models in the beginning of their studies. The results presented here are a first iteration in an ongoing endeavour of exploring students' development of mental models. We hope that these contributions will provide teachers and researchers with a new perspective for developing introductory programming curricula and to engage in further development of our framework.",
keywords = "Bebras puzzles, Introductory programming education, Non-CS majors, Non-traditional novices",
author = "Spangsberg, {Thomas Hvid} and Sally Fincher and Sebastian Dziallas",
year = "2019",
doi = "10.1109/FIE.2018.8659301",
language = "English",
series = "Proceedings - Frontiers in Education Conference, FIE",
publisher = "IEEE",
booktitle = "Frontiers in Education",
note = "48th Frontiers in Education Conference, FIE 2018 ; Conference date: 03-10-2018 Through 06-10-2018",

}

RIS

TY - GEN

T1 - Non-Traditional Novices' Perceptions of Learning to Program

T2 - 48th Frontiers in Education Conference, FIE 2018

AU - Spangsberg, Thomas Hvid

AU - Fincher, Sally

AU - Dziallas, Sebastian

PY - 2019

Y1 - 2019

N2 - In this research full paper, we present a study of a cohort of non-traditional students learning to program as part of an intercalated computer science year named Year in Computing at University of Kent, Canterbury in the UK. The study uses focus group interviews with students to explore their articulations and perceptions of learning to program. During the interviews, we used Bebras puzzles as a tool for students to reflect on their own experiences in learning to program. By observing the students working with the puzzle, some of the tacit information of problem-solving strategies became apparent. We see Bebras puzzles as a way to gain valuable insights that are not as easily available when relying on conventional self-reflection in a qualitative study. Another contribution grounded in this study is the proposal of a framework describing the students' developing mental models in the beginning of their studies. The results presented here are a first iteration in an ongoing endeavour of exploring students' development of mental models. We hope that these contributions will provide teachers and researchers with a new perspective for developing introductory programming curricula and to engage in further development of our framework.

AB - In this research full paper, we present a study of a cohort of non-traditional students learning to program as part of an intercalated computer science year named Year in Computing at University of Kent, Canterbury in the UK. The study uses focus group interviews with students to explore their articulations and perceptions of learning to program. During the interviews, we used Bebras puzzles as a tool for students to reflect on their own experiences in learning to program. By observing the students working with the puzzle, some of the tacit information of problem-solving strategies became apparent. We see Bebras puzzles as a way to gain valuable insights that are not as easily available when relying on conventional self-reflection in a qualitative study. Another contribution grounded in this study is the proposal of a framework describing the students' developing mental models in the beginning of their studies. The results presented here are a first iteration in an ongoing endeavour of exploring students' development of mental models. We hope that these contributions will provide teachers and researchers with a new perspective for developing introductory programming curricula and to engage in further development of our framework.

KW - Bebras puzzles

KW - Introductory programming education

KW - Non-CS majors

KW - Non-traditional novices

UR - http://www.scopus.com/inward/record.url?scp=85063539530&partnerID=8YFLogxK

U2 - 10.1109/FIE.2018.8659301

DO - 10.1109/FIE.2018.8659301

M3 - Article in proceedings

AN - SCOPUS:85063539530

T3 - Proceedings - Frontiers in Education Conference, FIE

BT - Frontiers in Education

PB - IEEE

Y2 - 3 October 2018 through 6 October 2018

ER -