Educating Programmers: A Reflection on Barriers to Deliberate Practice

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 and Ghinea, Gheorghita (2013) Educating Programmers: A Reflection on Barriers to Deliberate Practice. In: Proceedings of the HEA STEM Learning and Teaching Conference, April 18, 2013, Birmingham, UK.

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Abstract / Summary

Programming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviours can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytical and adaptable approaches, which could include soft scaffolding, ongoing detailed informative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Computer Science, Information & General Works Education
Courses by Department:	The Games Academy > Computing for Games
Depositing User:	Michael Scott
Date Deposited:	06 Oct 2015 15:06
Last Modified:	23 Nov 2023 13:20
URI:	https://falmouth-test.eprints-hosting.org/id/eprint/1650

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