Using neo-Piagetian theory, formative in-Class tests and think alouds to better understand student thinking : a preliminary report on computer programming
Teague, Donna M., Corney, Malcolm W., Fidge, Colin J., Roggenkamp, Michael G., Ahadi, Alireza, & Lister, Raymond (2012) Using neo-Piagetian theory, formative in-Class tests and think alouds to better understand student thinking : a preliminary report on computer programming. In Proceedings of 2012 Australasian Association for Engineering Education (AAEE) Annual Conference, Melbourne, Vic.
It is acknowledged around the world that many university students struggle with learning to program (McCracken et al., 2001; McGettrick et al., 2005). In this paper, we describe how we have developed a research programme to systematically study and incrementally improve our teaching. We have adopted a research programme with three elements: (1) a theory that provides an organising framework for defining the type of phenomena and data of interest, (2) data on how the class as a whole performs on formative assessment tasks that are framed from within the organising framework, and (3) data from one-on-one think aloud sessions, to establish why students struggle with some of those in-class formative assessment tasks. We teach introductory computer programming, but this three-element structure of our research is applicable to many areas of engineering education research.
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|Item Type:||Conference Paper|
|Keywords:||programming, neo-Piagetian, think aloud, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > COMPUTER SOFTWARE (080300)|
|Divisions:||Current > Schools > School of Electrical Engineering & Computer Science
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Copyright Owner:||Copyright 2012 please consult the authors|
|Deposited On:||18 Dec 2012 05:17|
|Last Modified:||26 Dec 2014 00:52|
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