Teaching Programming Strategies Explicitly to Novice Programmers
Can the way we teach strategies improve novice outcomes?
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The traditional approach to training noviceprogrammers has been to provide explicit instructionin a programming language and its features, but torely on implicit instruction of programmingstrategies (the means of solving programmingproblems). Studies, reported in literature, havediscovered universally poor results on standardisedtests for novices studying under this traditionalapproach. It was proposed that programming strategiesshould be made explicit in the instruction andassessment of novice programmers. A series ofexperiments was conducted that focused on explicitlyteaching specific progra...
The traditional approach to training novice
programmers has been to provide explicit instruction
in a programming language and its features, but to
rely on implicit instruction of programming
strategies (the means of solving programming
problems). Studies, reported in literature, have
discovered universally poor results on standardised
tests for novices studying under this traditional
approach. It was proposed that programming strategies
should be made explicit in the instruction and
assessment of novice programmers. A series of
experiments was conducted that focused on explicitly
teaching specific programming strategies to novice
programmers. These experiments demonstrated that
explicit incorporation may improve outcomes for
novices and potentially improve the potential of
expert programmers in future.
programmers has been to provide explicit instruction
in a programming language and its features, but to
rely on implicit instruction of programming
strategies (the means of solving programming
problems). Studies, reported in literature, have
discovered universally poor results on standardised
tests for novices studying under this traditional
approach. It was proposed that programming strategies
should be made explicit in the instruction and
assessment of novice programmers. A series of
experiments was conducted that focused on explicitly
teaching specific programming strategies to novice
programmers. These experiments demonstrated that
explicit incorporation may improve outcomes for
novices and potentially improve the potential of
expert programmers in future.
