Abstract
In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.
Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.
The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.
Similar content being viewed by others
References
Grey, W., Goldberg, N., and Byrnes, S. (1993) Novices and programming: Merely a difficult subject or a means to mastering metacognitive skills? Journal of Educational Research on Computers, 9(1), 131–140.
Harel, I. (1991) Children Designers. Ablex Publishing, Norwood, NJ.
Harel, I. and Papert, S. (eds) (1991) Constructionism. Ablex Publishing, Norwood, NJ.
Hopkins, J. and McDougall, A. (2003) Constructionist learning and teaching in a computer clubhouse environment. In ICT and the Teacher of the Future, Anne McDougall, John S. Murnane, Carol Stacey, and Carolyn Dowling (eds). Australian Computer Society, Sydney, pp. 65–66.
Kafai, Yasmin B. (1995) Minds in Play. Lawrence Erlbaum Associates, Hillsdale, NJ.
Kafai, Y. and Resnick, M. (eds) (1996) Constructionism in Practice. Lawrence Erlbaum Associates, Mahwah, NJ.
Papert, S. (1980) Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York, NY.
Papert, S. (1991) Situating constructionism. In Constructionism, I. Harel and S. Papert (eds). Ablex Publishing, Norwood, NJ, pp. 1–11.
Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer. Basic Books, New York, NY.
Turkle, S. (1995) Life on the Screen. Simon & Schuster, New York, NY.
Vincent, J. (2001) The role of visually rich technology in facilitating children's writing. Journal of Computing Assisted Learning, 17(3), 242–250.
Rights and permissions
About this article
Cite this article
McDougall, A., Boyle, M. Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics. Education and Information Technologies 9, 109–116 (2004). https://doi.org/10.1023/B:EAIT.0000027924.69726.b5
Issue Date:
DOI: https://doi.org/10.1023/B:EAIT.0000027924.69726.b5