The Case For Computer Programming Instruction For All Engineering Disciplines

This chapter first discusses the opportunities and challenges of computer programming instruction for management information systems (MIS) curriculum, which includes the development of survey instruments and the meaningful integration of information and communication technology. Second, the chapter describes a unique and hybrid computer programming course for MIS curriculum that embraces an assignment-centric design, self-paced assignment delivery, low involvement multimedia tracing instructional objectives, and online synchronous and asynchronous communication. Third, the development and use of a survey is employed as a method to monitor and evaluate the course, while providing an informative discussion with descriptive statistics related to the course design and practice of computer programming instruction. Tests of significance show no differences on overall student performance or satisfaction using this instructional approach by gender, prior programming experiences, or work status. This chapter aims to provide generalizable knowledge to influence the practice in computer programming instruction in MIS curriculum.

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Computer Programming and Logical Reasoning: Unintended Cognitive Effects

Journal of Educational Technology Systems ◽

10.2190/myuy-g56t-226t-pvt0 ◽

1989 ◽

Vol 18 (2) ◽

pp. 123-141 ◽

Cited By ~ 5

Author(s):

Robert H. Seidman

Keyword(s):

Programming Languages ◽

Cognitive Skills ◽

Conceptual Analysis ◽

Computer Programming ◽

Research Direction ◽

Environmental Aspects ◽

Negative Effects ◽

Programming Instruction ◽

Intellectual Skills ◽

New Research

Recent research results having to do with explicit instruction in computer programming and cognitive skills indicate an increased emphasis upon the structure of the learning environment surrounding programming languages. A new research direction concerned with transfer effects due to environmental aspects of programming instruction is emerging. A conceptual analysis of the syntax and semantics of the IF-THEN [ELSE] conditional command is presented which suggests that mastering a procedural language itself (independent of environment) might have unintended, indirect, and potentially negative effects upon fundamental intellectual skills. Research is reported which suggests that there are unintended side-effects upon childrens' conditional reasoning ability due to learning a procedural computer programming language.

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The Effects of Mediated Programming Instruction on Preschool Children's Self-Monitoring

Journal of Educational Computing Research ◽

10.2190/cemm-lqhl-xn6d-1u15 ◽

1986 ◽

Vol 2 (3) ◽

pp. 283-297 ◽

Cited By ~ 38

Author(s):

Gloria E. Miller ◽

Catherine Emihovich

Keyword(s):

Computer Games ◽

Referential Communication ◽

Control Group ◽

Math Skills ◽

Self Monitoring ◽

Programming Instruction ◽

Communication Task ◽

Time Period ◽

Computer Programming Instruction ◽

Logo Programming

The effects of mediated Logo programming lessons on preschool childrens' comprehension monitoring was investigated in this study. Fourteen children of similar language ability, sex, and SES level were randomly assigned to either a Logo programming or a CAI control group. Logo students were presented eleven programming lessons during a three-week period. The CAI control students were exposed to computer games designed to teach prereading and math skills during the same time period. All children were taught individually or in pairs. Childrens' ability to detect embedded errors during a referential communication task was significantly greater after Logo training than after the CAI control training. Marginally significant posttest facilitation was evidenced on several other monitoring indexes for the Logo students. The importance of teacher mediation in computer programming instruction is emphasized in the discussion.

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From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction

Journal of Educational Computing Research ◽

10.1177/07356331211060470 ◽

2022 ◽

pp. 073563312110604

Author(s):

Jian-Wen Fang ◽

Dan Shao ◽

Gwo-Jen Hwang ◽

Shao-Chen Chang

Keyword(s):

Self Efficacy ◽

Computer Programming ◽

Peer Assessment ◽

Computational Thinking ◽

Learning Motivation ◽

Control Group ◽

Problem Identification ◽

Computer Programming Instruction ◽

Programming Knowledge ◽

Programming Courses

Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students’ computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students’ computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students’ learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students’ computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores.

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