A study of learning to program from an experiential perspective

摘要

Part of a study investigating aspects of learning to program a computer, from an experiential perspective, is described. A group of computer science and computer engineering undergraduates were followed for a half-year while they took an introductory course in programming, first using Standard Meta-Language (SML), a functional language, then Pascal. Six interviews were held during that period, touching on broad themes recurrently and specific technical aspects of programming and the languages more topically. In addition, textbook problems were posed both to uncover conceptions of technical content and to investigate approaches to problem-solving. The overall aim is to study learning to program as a complex learning activity, in order to illuminate the didactic issues involved in planning, implementing, and evaluating programming education. The research is in the phenomenographic tradition; the central phenomena of programming have been analysed in terms of qualitatively distinct conceptions identified among the students. This article describes and discusses four alternative conceptions of programming languages found—code, utility, medium of communication, and medium of expression — in detail, and conceptions of programming — computer, problem, and product orientations — and the computer — tool, facilitator, machine, and universal engine — in summary. Learning is discussed as the development of interphenomenal and intraphenomenal relationships.