Linda, >> >In relation to my earlier e-mail...I am interested in novice >> >programming research, in particular I am interested in developing >> >language-independent techniques >> >> Given the current state of knowledge I think attempting to be >> language independent is much too ambitious. > >I disagree. If I recall correctly from Enda's talk at PPIG, the aim was >to produce language-independent analogies and examples to aid >understanding. There are plenty of these for more abstract concepts like >iteration,
Jorma Sajaniemi talk on variables having a 'role' is applicable here. There is now a Roles of Variables page: http://www.cs.joensuu.fi/~saja/var_roles/ > or pointers, that are real world analogies (like using house >numbers to illustrate pointers "You have the number of the house, but >you have to actually go to that number before you can get into the >house..."). These don't require language-specificity. This example has a seductive appeal to it. However, I wonder what effect this metaphor will have on subsequent learning. For instance, C and Java have very different pointer models (Java, of course, not having one at all). The models that raw beginners start with stay with them for a long time (true in any subject). Looking for language independence without a good base of empirical knowledge of language specific learning techniques runs the risk of creating metaphors that roughly fit all and stunt the growth of all for that reason. >> > which will aid students' >> >understanding of the basic programming concepts of >> > >> >i/o, variables, data types, seqence selection iteration, subroutines etc >> >> What is needed is a database of common developer misconceptions. >> As the following paper points out, without this information it is not >> possible to train teaches to recognise problems and correct them. > >Sure, this would also be useful, but it does not obviate the need for >techniques such as the ones Enda is planning to look at. General techniques may be helpful in creating generic course notes. I appreciate that having to continually update courses is a problem for lecturers. But I don't see students benefiting from it and they may even have their future growth stunted through being taught inappropriate metaphors. Lets find out what works for the specific languages first. >Recognising problems and correcting them seems to me to be a step >further on from teaching basic programming concepts by analogy. I agree. But lets do the work on the individual languages first. Then use that to make the generalizations. derek -- Derek M Jones tel: +44 (0) 1252 520 667 Knowledge Software Ltd mailto:[EMAIL PROTECTED] Applications Standards Conformance Testing http://www.knosof.co.uk - Automatic footer for [EMAIL PROTECTED] ---------------------------------- To unsubscribe from this list, mail [EMAIL PROTECTED] unsubscribe discuss To join the announcements list, mail [EMAIL PROTECTED] subscribe announce To receive a help file, mail [EMAIL PROTECTED] help This list is archived at http://www.mail-archive.com/discuss%40ppig.org/ If you have any problems or questions, please mail [EMAIL PROTECTED]
