At present, there is a general consensus on the nature of learning
programming, but there are different opinions on what forms an
effective environment for it. It is generally recognized that the
development of a mental model is a formidable task for the student
and that learning programming is a complex activity that depends
heavily on metacognitive skills. This book, based on a NATO
workshop, presents both pure cognitive models and experimental
learning environments, and discusses what characteristics can make
a learning model effective, especially in relation to the learning
environment (natural or computerized). The papers cover cognitive
models related to different aspects of programming, classes of
learners, and types of environment, and are organized in three
groups: theoretical and empirical studies on understanding
programming, environments for learning programming, and learning
programming in school environments. Comprehension, design,
construction, testing, debugging, and verification are recognized
as interdependent skills, which require complicated analysis and
may develop independently, and indifferent orders, in novices. This
book shows that there is unlikely to be asingle path from novice to
expert and that the structure of the final product (the program)
may not constrain the process by which it comes into being as much
as some would advocate.
General
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