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

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type	http://eprints.org/ontology/ConferenceItemEPrint http://eprints.org/ontology/EPrint Article Academic Article
seeAlso	HTML Summary of #73946 Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models
sameAs	Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models
http://eprints.org/ontology/hasDocument	Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (PDF) Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (Other) Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (Other) Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (Other) Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (Other) Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (Other)
http://eprints.org/ontology/hasPublished	Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (PDF)
dc:hasVersion	Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models (PDF)
Title	Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models
described by	https://demo.openlinksw.com/about/id/entity/https/www.cs.kent.ac.uk/people/staff/akj22/materials/CO644/export_kar_RDFN3.n3
Date	2018
Creator	Thomas Hvid Spangsberg S A Fincher Sebastian Dziallas
status	peer reviewed published
Publisher	IEEE
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.
Is Part Of	https://kar.kent.ac.uk/id/repository
list of authors	https://kar.kent.ac.uk/id/eprint/73946#authors
presented at	IEEE Frontiers in Education Conference (FIE)
is topic of	https://www.cs.kent.ac.uk/people/staff/akj22/materials/CO644/export_kar_RDFN3.n3
is primary topic of	HTML Summary of #73946 Non-Traditional Novices’ Perceptions of Learning to Program: A Framework of Developing Mental Models

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