This page is a copy of research/scientific_computing/former/learntoprogram (Wed, 31 Aug 2022 15:00:52)
How Students Learn to Program
In this line of research, we focus on how students learn computer programming. We use a student-centered, qualitative research approach.
- In a series of phenomenographic studies, we have investigated how students experience various phenomena related to computer programming.
- Using such phenomenographic results as a basis, we have applied variation theory to identify critical aspects of computer programming from a learner's point of view.
- We have also suggested how different patterns of variation could be used in programming education, to open possibilities for students to become aware of these critical aspects.
- Based on results from our phenomenographical and variation theoretical studies, we have proposed a model for how to understand the interplay between learning of theory and learning of practical skills in the context of computer programming.
- In another series of investigations, we have explored students experiences of threshold concepts in computer programming.
- In particular, we have investigated and described how students take winding ways through liminal spaces, to ultimately get a good grasp of such threshold concepts.
We are planning new research projects to (a) further explore the interplay between learning of practical skills and learning of theory in computer programming, and (b) get further insight into how careful application of various patterns of variation could enhance students' learning of computer programming.
For more information, contact: Anna Eckerdal or Michael Thuné
Publications
Refereed
-
Multidimensional analysis of creative coding MOOC forums: a methodological discussion
. In Proc. 15th International Conference on Computing Education Research: Koli Calling, pp 137-141, ACM Press, New York, 2015. (DOI
).
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Second year Computer Science and IT students' experience of participation in the discipline
. In Proc. 15th International Conference on Computing Education Research: Koli Calling, pp 68-76, ACM Press, New York, 2015. (DOI
).
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Competencies for paradigm shift "survival"
. In Proc. 45th ASEE/IEEE Frontiers in Education Conference, pp 1424-1429, IEEE Press, Piscataway, NJ, 2015. (DOI
).
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Learning practice and theory in programming education: Students’ lived experience
. In Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, pp 180-186, IEEE Computer Society, Los Alamitos, CA, 2015. (DOI
, fulltext:preprint
).
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On the bimodality in an introductory programming course: An analysis of student performance factors
. In Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, pp 79-86, IEEE Computer Society, Los Alamitos, CA, 2015. (DOI
).
-
Learning to program: A discussion on the interplay of theory and practice
. In Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, volume 2015-007 of Technical report / Department of Information Technology, Uppsala University, pp 16-18, 2015. (Proceedings
).
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Relating theory and practice in laboratory work: a variation theoretical study
. In Studies in Higher Education, volume 40, pp 867-880, 2015. (DOI
).
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MOOCs and their impact on academics
. In Proc. 14th International Conference on Computing Education Research: Koli Calling, pp 137-145, ACM Press, New York, 2014. (DOI
).
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Graduating students' designs — through a phenomenographic lens
. In Proc. 10th International Computing Education Research Conference, pp 91-98, ACM Press, New York, 2014. (DOI
).
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Teaching and learning with MOOCs: Computing academics' perspectives and engagement
. In Proc. 19th Conference on Innovation and Technology in Computer Science Education, pp 9-14, ACM Press, New York, 2014. (DOI
).
-
First year Computer Science and IT students' experience of participation in the discipline
. In Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, pp 1-8, IEEE Computer Society, Los Alamitos, CA, 2014. (DOI
, fulltext:preprint
).
-
A broader threshold: Including skills as well as concepts in computing education
. In Threshold Concepts: From personal practice to communities of practice, pp 154-158, NAIRTL, Cork, Ireland, 2014.
-
Scaffolding pedagogic excellence in higher education
. In Improving Student Learning through Research and Scholarship, pp 164-176, Oxford Brookes University, UK, 2013. (fulltext:print
).
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Identity development of CS and IT students: What's the role of higher education?
. In Proc. 9th International Computing Education Research Conference, pp 187-188, ACM Press, New York, 2013. (DOI
).
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Can first-year students program yet?: a study revisited
. In Proc. 9th International Computing Education Research Conference, pp 91-98, ACM Press, New York, 2013. (DOI
).
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Analysing the enacted object of learning in lab assignments in programming education
. In Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, pp 208-211, IEEE Computer Society, Los Alamitos, CA, 2013. (DOI
, fulltext:postprint
).
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Engagement in Computer Science and IT — What!: A matter of identity?
. In Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, pp 114-121, IEEE Computer Society, Los Alamitos, CA, 2013. (DOI
, fulltext:postprint
).
-
Gender-aware course reform in Scientific Computing
. In International journal of engineering education, volume 29, number 2, pp 403-414, 2013.
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Self-Directed Learning: stories from industry
. In Proc. 12th International Conference on Computing Education Research: Koli Calling, pp 111-117, ACM Press, New York, 2012. (DOI
).
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Computer Science at School / CS Teacher Education: Koli working-group report on CS at school
. In Proc. 12th International Conference on Computing Education Research: Koli Calling, pp 29-38, ACM Press, New York, 2012. (DOI
).
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Students' experiences and attitudes towards learning Computer Science
. In Proc. 42nd ASEE/IEEE Frontiers in Education Conference, pp 88-93, IEEE, Piscataway, NJ, 2012. (DOI
).
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Threshold concepts and threshold skills in computing
. In Proc. 8th International Computing Education Research Conference, pp 23-30, ACM Press, New York, 2012. (DOI
).
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Students' perceptions of the differences between formal and informal learning
. In Proc. 7th International Computing Education Research Workshop, pp 61-68, ACM Press, New York, 2011. (DOI
).
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Relationship between text and action conceptions of programming: a phenomenographic and quantitative perspective
. In Proc. 16th Conference on Innovation and Technology in Computer Science Education, pp 33-37, ACM Press, New York, 2011. (DOI
).
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Computing students learning computing informally
. In Proc. 10th International Conference on Computing Education Research: Koli Calling, pp 43-48, ACM Press, New York, 2010. (DOI
).
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Threshold Concepts in Computer Science: an ongoing empirical investigation
. In Threshold Concepts and Transformational Learning, pp 241-258, Sense Publishers, Rotterdam, The Netherlands, 2010.
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Harnessing Surprise: Tales from students' transformational biographies
. In Proc. 41st ACM Technical Symposium on Computer Science Education, pp 300-304, ACM Press, New York, 2010. (DOI
).
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Student Transformations: Are they computer scientists yet?
. In Proc. 5th International Computing Education Research Workshop, pp 129-140, ACM Press, New York, 2009. (DOI
).
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Naturally Occurring Data as Research Instrument: Analyzing examination responses to study the novice programmer
. In SIGCSE Bulletin inroads, volume 41, number 4, pp 156-173, 2009. (DOI
).
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Computer Science Student Transformations: Changes and Causes
. In SIGCSE Bulletin inroads, volume 41, number 3, pp 181-185, 2009. (DOI
).
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Liminal spaces and learning computing
. In European Journal of Engineering Education, volume 34, pp 383-391, 2009. (DOI
).
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Learning computer science: Perceptions, actions and roles
. In European Journal of Engineering Education, volume 34, pp 327-338, 2009. (DOI
).
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Students' understanding of the concept of interface in a situated context
. In Computer Science Education, volume 19, pp 15-36, 2009. (DOI
).
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Variation theory applied to students' conceptions of computer programming
. In European Journal of Engineering Education, volume 34, pp 339-347, 2009. (DOI
).
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Learning educational research methods through collaborative research: the PhICER initiative
. In Australian Computer Science Communications, volume 30, number 5, pp 35-42, 2008. (External link
).
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Concrete examples of abstraction as manifested in students' transformative experiences
. In Proc. 4th International Computing Education Research Workshop, pp 125-135, ACM Press, New York, 2008. (DOI
).
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Student Understanding of Object-Oriented Programming as Expressed in Concept Maps
. In SIGCSE Bulletin inroads, volume 40, number 1, pp 332-336, 2008. (DOI
).
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A methodology for exploring students' experiences and interaction with large-scale software through role-play and phenomenography
. In Proc. 4th International Computing Education Research Workshop, pp 27-38, ACM Press, New York, 2008. (DOI
).
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Threshold Concepts in Computer Science: a multinational empirical investigation
. In Threshold Concepts within the Disciplines, pp 105-118, Sense Publishers, Rotterdam, The Netherlands, 2008.
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What’s the problem?: Teachers’ experience of student learning successes and failures
. In Proc. 7th Baltic Sea Conference on Computing Education Research: Koli Calling, volume 88 of CRPIT, pp 207-211, Australian Computer Society, 2007. (External link
).
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Successful Students' Strategies for Getting Unstuck
. In SIGCSE Bulletin inroads, volume 39, number 3, pp 156-160, 2007. (DOI
).
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Threshold Concepts in Computer Science: Do they exist and are they useful?
. In SIGCSE Bulletin inroads, volume 39, number 1, pp 504-508, 2007. (DOI
).
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From Limen to Lumen: Computing students in liminal spaces
. In Proc. 3rd International Computing Education Research Workshop, pp 123-132, ACM Press, New York, 2007. (DOI
).
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What do CS students try to learn?: Insights from a distributed, project-based course in computer systems
. In Computer Science Education, volume 16, pp 185-195, 2006. (DOI
).
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Putting Threshold Concepts into Context in Computer Science Education
. In SIGCSE Bulletin inroads, volume 38, number 3, pp 103-107, 2006. (DOI
).
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Categorizing student software designs: Methods, results, and implications
. In Computer Science Education, volume 16, pp 197-209, 2006. (DOI
).
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Can Graduating Students Design Software Systems?
. In SIGCSE Bulletin inroads, volume 38, number 1, pp 403-407, 2006. (DOI
).
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What Does It Take to Learn 'Programming Thinking'?
. In Proc. 1st International Computing Education Research Workshop, pp 135-142, ACM Press, New York, 2005. (DOI
).
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Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory
. In SIGCSE Bulletin inroads, volume 37, number 3, pp 89-93, 2005. (DOI
).
-
Students designing software: a multi-national, multi-institutional study
. In Informatics in Education. An International Journal, volume 4, pp 143-162, 2005.
Unrefereed
-
Report on the final BRACElet workshop: Auckland University of Technology, September 2010
. In Journal of Applied Computing and Information Technology, volume 15, number 1:T1, 2011. (External link
).
-
Students’ Conceptions of Computer Programming
. Technical report / Department of Information Technology, Uppsala University nr 2010-021, 2010. (fulltext
).
-
Ways to understand class diagrams
. Technical report / Department of Information Technology, Uppsala University nr 2010-013, 2010. (External link
, fulltext
).
-
A student perspective on software development and maintenance
. Technical report / Department of Information Technology, Uppsala University nr 2010-012, 2010. (External link
, fulltext
).
-
Ways of Thinking and Practising in Introductory Programming
. Technical report / Department of Information Technology, Uppsala University nr 2009-002, 2009. (fulltext
).
-
Disseminating phenomenography: Workshops for the computing education research community
. In Proc. EARLI SIG 9 Workshop on Phenomenography and Variation Theory: Implications of Phenomenography and Variation Theory in Practice, pp 17-18, Kristianstad Academic Press, Sweden, 2008. (Proceedings
).
-
What do our students strive for?: Insights from a distributed, project-based course in computer systems
. In Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, pp 65-72, Turku Centre for Computer Science, Finland, 2005. (Proceedings
).
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Comparing student software designs using semantic categorization
. In Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, pp 57-64, Turku Centre for Computer Science, Finland, 2005.
-
On the Understanding of Object and Class
. Technical report / Department of Information Technology, Uppsala University nr 2004-058, 2004. (fulltext
).
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A multi-national, multi-institutional study of student-generated software designs
. In Proc. 4th Finnish/Baltic Sea Conference on Computer Science Education: Koli Calling, pp 20-27, Helsinki University of Technology, Finland, 2004.
Theses
-
On the Road to a Software Profession: Students’ Experiences of Concepts and Thresholds
. Ph.D. thesis, Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology nr 734, Acta Universitatis Upsaliensis, Uppsala, 2010. (fulltext
).
-
Novice Programming Students' Learning of Concepts and Practise
. Ph.D. thesis, Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology nr 600, Acta Universitatis Upsaliensis, Uppsala, 2009. (fulltext
, cover
).
-
Students working with a large software system: Experiences and understandings
. Licentiate thesis, IT licentiate theses / Uppsala University, Department of Information Technology nr 2007-002, Uppsala University, 2007. (fulltext
).
-
Novice students' learning of object-oriented programming
. Licentiate thesis, IT licentiate theses / Uppsala University, Department of Information Technology nr 2006-006, Uppsala University, 2006. (fulltext
).