Challenges of programming apprentice
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo de conferência |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1109/ICeEEM.2011.6137816 http://hdl.handle.net/11449/72852 |
Resumo: | The present article describes the challenges programming apprentices face and identifies the elements and processes that set them apart from experienced programmers. And also explains why a conventional programming languages teaching approach fails to map the programming mental model. The purpose of this discussion is to benefit from ideas and cognitive philosophies to be embedded in programming learning tools. Cognitive components are modeled as elements to be handled by the apprentices in tutoring systems while performing a programming task. In this process a mental level solution (the mental model of the program) and an implementation level solution (the program) are created. The mapping between these representations is a path followed by the student explicitly in this approach. © 2011 IEEE. |
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Challenges of programming apprenticecognitive toolmental modelprogramming learningprogramming patternsCognitive componentsCognitive toolProgramming tasksTeaching approachesTutoring systemEducation computingPhilosophical aspectsApprenticesThe present article describes the challenges programming apprentices face and identifies the elements and processes that set them apart from experienced programmers. And also explains why a conventional programming languages teaching approach fails to map the programming mental model. The purpose of this discussion is to benefit from ideas and cognitive philosophies to be embedded in programming learning tools. Cognitive components are modeled as elements to be handled by the apprentices in tutoring systems while performing a programming task. In this process a mental level solution (the mental model of the program) and an implementation level solution (the program) are created. The mapping between these representations is a path followed by the student explicitly in this approach. © 2011 IEEE.Automation and Control Engineering São Paulo State University - UNESP, SorocabaElectronic Systems Engineering São Paulo University - USP, São PauloAutomation and Control Engineering São Paulo State University - UNESP, SorocabaUniversidade Estadual Paulista (Unesp)Universidade de São Paulo (USP)De Lemos, Marilza Antunes [UNESP]De Deus Lopes, Roseli2014-05-27T11:26:14Z2014-05-27T11:26:14Z2011-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObject320-325http://dx.doi.org/10.1109/ICeEEM.2011.6137816Proceeding of the International Conference on e-Education Entertainment and e-Management, ICEEE 2011, p. 320-325.http://hdl.handle.net/11449/7285210.1109/ICeEEM.2011.61378162-s2.0-84857283569Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengProceeding of the International Conference on e-Education Entertainment and e-Management, ICEEE 2011info:eu-repo/semantics/openAccess2021-10-23T21:37:49Zoai:repositorio.unesp.br:11449/72852Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:28:44.048244Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Challenges of programming apprentice |
title |
Challenges of programming apprentice |
spellingShingle |
Challenges of programming apprentice De Lemos, Marilza Antunes [UNESP] cognitive tool mental model programming learning programming patterns Cognitive components Cognitive tool Programming tasks Teaching approaches Tutoring system Education computing Philosophical aspects Apprentices |
title_short |
Challenges of programming apprentice |
title_full |
Challenges of programming apprentice |
title_fullStr |
Challenges of programming apprentice |
title_full_unstemmed |
Challenges of programming apprentice |
title_sort |
Challenges of programming apprentice |
author |
De Lemos, Marilza Antunes [UNESP] |
author_facet |
De Lemos, Marilza Antunes [UNESP] De Deus Lopes, Roseli |
author_role |
author |
author2 |
De Deus Lopes, Roseli |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) Universidade de São Paulo (USP) |
dc.contributor.author.fl_str_mv |
De Lemos, Marilza Antunes [UNESP] De Deus Lopes, Roseli |
dc.subject.por.fl_str_mv |
cognitive tool mental model programming learning programming patterns Cognitive components Cognitive tool Programming tasks Teaching approaches Tutoring system Education computing Philosophical aspects Apprentices |
topic |
cognitive tool mental model programming learning programming patterns Cognitive components Cognitive tool Programming tasks Teaching approaches Tutoring system Education computing Philosophical aspects Apprentices |
description |
The present article describes the challenges programming apprentices face and identifies the elements and processes that set them apart from experienced programmers. And also explains why a conventional programming languages teaching approach fails to map the programming mental model. The purpose of this discussion is to benefit from ideas and cognitive philosophies to be embedded in programming learning tools. Cognitive components are modeled as elements to be handled by the apprentices in tutoring systems while performing a programming task. In this process a mental level solution (the mental model of the program) and an implementation level solution (the program) are created. The mapping between these representations is a path followed by the student explicitly in this approach. © 2011 IEEE. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-01 2014-05-27T11:26:14Z 2014-05-27T11:26:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/conferenceObject |
format |
conferenceObject |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1109/ICeEEM.2011.6137816 Proceeding of the International Conference on e-Education Entertainment and e-Management, ICEEE 2011, p. 320-325. http://hdl.handle.net/11449/72852 10.1109/ICeEEM.2011.6137816 2-s2.0-84857283569 |
url |
http://dx.doi.org/10.1109/ICeEEM.2011.6137816 http://hdl.handle.net/11449/72852 |
identifier_str_mv |
Proceeding of the International Conference on e-Education Entertainment and e-Management, ICEEE 2011, p. 320-325. 10.1109/ICeEEM.2011.6137816 2-s2.0-84857283569 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Proceeding of the International Conference on e-Education Entertainment and e-Management, ICEEE 2011 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
320-325 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128518004932608 |