Learning Edge Momentum: A New Account of Outcomes in CS1

Autor/in	Robins, Anthony
Titel	Learning Edge Momentum: A New Account of Outcomes in CS1
Quelle	In: Computer Science Education, 20 (2010) 1, S.37-71 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899-3408
Schlagwörter	Programming; Learning Processes; Grading; Simulation; Grades (Scholastic); Psychometrics; Prior Learning; Introductory Courses; Foreign Countries; Computer Science Education; Information Technology; Instructional Design; Cognitive Structures; Cognitive Style; Cognitive Ability; Academic Ability; Student Characteristics; Low Achievement; Academic Aptitude; Programming Languages; Predictor Variables; Teaching Methods; College Instruction; College Students; New Zealand + Suchen Sie Ihr Suchwort? Programmierung; Learning process; Lernprozess; Notengebung; Schulnote; Simulation program; Simulationsprogramm; Notenspiegel; Psychometry; Psychometrie; Vorkenntnisse; Einführungskurs; Ausland; Computer science lessons; Informatikunterricht; Informationstechnologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Cognitive structure; Kognitive Struktur; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Unterdurchschnittliche Leistung; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Collegestudent; Neuseeland
Abstract	Compared to other subjects, the typical introductory programming (CS1) course has higher than usual rates of both failing and high grades, creating a characteristic bimodal grade distribution. In this article, I explore two possible explanations. The conventional explanation has been that learners naturally fall into populations of programmers and non-programmers. A review of decades of research, however, finds little or no evidence to support this account. I propose an alternative explanation, the learning edge momentum (LEM) effect. This hypothesis is introduced by way of a simulated model of grade distributions, and then grounded in the psychological and educational literature. LEM operates such that success in acquiring one concept makes learning other closely linked concepts easier (whereas failure makes it harder). This interaction between the way that people learn and the tightly integrated nature of the concepts comprising a programming language creates an inherent structural bias in CS1, which drives students towards extreme outcomes. (Contains 5 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10