Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university
Bruce, Christine S., Buckingham, Lawrence I., Hynd, John R., McMahon, Camille A., Roggenkamp, Michael G., & Stoodley, Ian D. (2004) Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university. Journal of Information Technology Education, 3, pp. 144-160.
The research reported here investigates variation in first year university students’ early experiences of learning to program, with a particular focus on revealing differences in how they go about learning to program. A phenomenographic research approach was used to reveal variation in how the act of learning to program may be constituted amongst first year university students. Semi-structured interviews were conducted with students who had either recently completed, or were enrolled in, a university-level introductory programming subject. Analysis revealed that students might go about learning to program in any of five different ways; by:
(1) Following – where learning to program is experienced as ‘getting through’ the unit;
(2) Coding – where learning to program is experienced as learning to code;
(3) Understanding and integrating – where learning to program is experienced as learning to write a program through understanding and integrating concepts;
(4) Problem solving – where learning to program is experienced as learning to do what it takes to solve a problem, and;
(5) Participating or enculturation – where learning to program is experienced as discovering what it means to become a programmer.
The relationships between these different approaches to learning are represented diagrammatically. The mapping of the variation constitutes a framework within which one aspect of the teaching and learning of introductory programming, how students go about it, may be understood. Implications for teaching and learning in introductory university curricula are discussed.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Additional Information:||Awarded Communication of Research Special Interest Group of the American Educational Research Association Annual Award for the Best Education Research Article in an Open Access Journal, 2004.|
|Keywords:||phenomenography, student learning, learning to program, first year experience, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000)
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Science and Technology|
Current > Schools > School of Information Systems
|Copyright Owner:||Copyright 2004 Informing Science|
|Deposited On:||24 May 2005|
|Last Modified:||26 Nov 2014 08:12|
Repository Staff Only: item control page