Investigating the viability of mental models held by novice programmers
— University of Strathclyde Skip to main navigation Skip to search Skip to main content University of Strathclyde Home Help & FAQ Home Profiles Research Units Research output Projects Datasets Equipment Student theses Impacts Prizes Activities Search by expertise, name or affiliation Investigating the viability of mental models held by novice programmers L. Ma, J.D. Ferguson, M. Roper, M. Wood Computer And Information Sciences Research output: Chapter in Book/Report/Conference proceeding › Chapter 46 Citations (Scopus) Overview Fingerprint Abstract This paper describes an investigation into the viability of mental models used by novice programmers at the end of a first year Java programming course. The qualitative findings identify the range of mental models of value and reference assignment held by the participants. The quantitative analysis reveals that approximately one third of students held non-viable mental models of value assignment and only 17% of students held a viable mental model of reference assignment. Further, in terms of a comparison between the participants' mental models and their performance in in-course assessments and final examination, it was found that students with viable mental models performed significantly better than those with non-viable models. These findings are used to propose a more 'constructivist' approach to teaching programming based on the integration of 'cognitive conflict' and program visualisation. Original language English Title of host publication ACM SIGCSE Bulletin Place of Publication New York, USA Pages 499-503 Number of pages 4 Volume 39 Edition 1 DOIs https://doi.org/10.1145/1227504.1227481 Publication status Published - Mar 2007 Keywords java programming mental models teaching program visualisation Access to Document 10.1145/1227504.1227481 Other files and links http://www.cs.potsdam.edu/sigcse07/index.shtml Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Ma, L., Ferguson, J. D., Roper, M., & Wood, M. (2007). Investigating the viability of mental models held by novice programmers. In ACM SIGCSE Bulletin (1 ed., Vol. 39, pp. 499-503). https://doi.org/10.1145/1227504.1227481 Ma, L. ; Ferguson, J.D. ; Roper, M. ; Wood, M. / Investigating the viability of mental models held by novice programmers. ACM SIGCSE Bulletin. Vol. 39 1. ed. New York, USA, 2007. pp. 499-503 @inbook{6557423e029a4749a5efe0394b5c2f8c, title = "Investigating the viability of mental models held by novice programmers", abstract = "This paper describes an investigation into the viability of mental models used by novice programmers at the end of a first year Java programming course. The qualitative findings identify the range of mental models of value and reference assignment held by the participants. The quantitative analysis reveals that approximately one third of students held non-viable mental models of value assignment and only 17% of students held a viable mental model of reference assignment. Further, in terms of a comparison between the participants' mental models and their performance in in-course assessments and final examination, it was found that students with viable mental models performed significantly better than those with non-viable models. These findings are used to propose a more 'constructivist' approach to teaching programming based on the integration of 'cognitive conflict' and program visualisation.", keywords = "java programming, mental models, teaching, program visualisation", author = "L. Ma and J.D. Ferguson and M. Roper and M. Wood", year = "2007", month = mar, doi = "10.1145/1227504.1227481", language = "English", isbn = "1-59593-361-1", volume = "39", pages = "499--503", booktitle = "ACM SIGCSE Bulletin", edition = "1", } Ma, L, Ferguson, JD, Roper, M & Wood, M 2007, Investigating the viability of mental models held by novice programmers. in ACM SIGCSE Bulletin. 1 edn, vol. 39, New York, USA, pp. 499-503. https://doi.org/10.1145/1227504.1227481 Investigating the viability of mental models held by novice programmers. / Ma, L.; Ferguson, J.D.; Roper, M.; Wood, M. ACM SIGCSE Bulletin. Vol. 39 1. ed. New York, USA, 2007. p. 499-503. Research output: Chapter in Book/Report/Conference proceeding › Chapter TY - CHAP T1 - Investigating the viability of mental models held by novice programmers AU - Ma, L. AU - Ferguson, J.D. AU - Roper, M. AU - Wood, M. PY - 2007/3 Y1 - 2007/3 N2 - This paper describes an investigation into the viability of mental models used by novice programmers at the end of a first year Java programming course. The qualitative findings identify the range of mental models of value and reference assignment held by the participants. The quantitative analysis reveals that approximately one third of students held non-viable mental models of value assignment and only 17% of students held a viable mental model of reference assignment. Further, in terms of a comparison between the participants' mental models and their performance in in-course assessments and final examination, it was found that students with viable mental models performed significantly better than those with non-viable models. These findings are used to propose a more 'constructivist' approach to teaching programming based on the integration of 'cognitive conflict' and program visualisation. AB - This paper describes an investigation into the viability of mental models used by novice programmers at the end of a first year Java programming course. The qualitative findings identify the range of mental models of value and reference assignment held by the participants. The quantitative analysis reveals that approximately one third of students held non-viable mental models of value assignment and only 17% of students held a viable mental model of reference assignment. Further, in terms of a comparison between the participants' mental models and their performance in in-course assessments and final examination, it was found that students with viable mental models performed significantly better than those with non-viable models. These findings are used to propose a more 'constructivist' approach to teaching programming based on the integration of 'cognitive conflict' and program visualisation. KW - java programming KW - mental models KW - teaching KW - program visualisation UR - http://www.cs.potsdam.edu/sigcse07/index.shtml U2 - 10.1145/1227504.1227481 DO - 10.1145/1227504.1227481 M3 - Chapter SN - 1-59593-361-1 VL - 39 SP - 499 EP - 503 BT - ACM SIGCSE Bulletin CY - New York, USA ER - Ma L, Ferguson JD, Roper M, Wood M. Investigating the viability of mental models held by novice programmers. In ACM SIGCSE Bulletin. 1 ed. Vol. 39. New York, USA. 2007. p. 499-503 https://doi.org/10.1145/1227504.1227481 Powered by Pure, Scopus & Elsevier Fingerprint Engine™ © 2022 Elsevier B.V. We use cookies to help provide and enhance our service and tailor content. By continuing you agree to the use of cookies Log in to Pure About web accessibility Contact us
