Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/107907
Citations
Scopus Web of ScienceĀ® Altmetric
?
?
Type: Conference paper
Title: Can everybody learn to code?: computer science community perceptions about learning the fundamentals of programming
Author: Vivian, R.
Falkner, K.
Szabo, C.
Citation: Proceedings of the 14th Koli Calling International Conference on Computing Education Research, 2014 / vol.2014-November, iss.November, pp.41-50
Publisher: ACM
Issue Date: 2014
ISBN: 9781450330657
Conference Name: 14th Koli Calling International Conference on Computing Education Research (20 Nov 2014 - 23 Nov 2014 : Koli Finland)
Statement of
Responsibility: 
Rebecca Vivian, Hamid Tarmazdi, Katrina Falkner, Nickolas Falkner and Claudia Szabo
Abstract: Recently, we have seen a wave of initiatives that encourage everybody (from children to adults) to learn to code and many countries implement new K-12 computing curricula. However, research has identified the numerous challenges experienced by students learning to code. With much of the literature focused on student perceptions and capabilities, what insight might the computer science (CS) community offer about learning to code that may guide future directions in K-12 practice and research? We invited the CS community to respond to an online survey about learning to code. This survey forms a pilot to determine whether the topic warrants further exploration. We explore the responses in light of the introductory programming literature and Mindset Theories to identify perceived capabilities required, the challenges and potential barriers to learning to code. Our results were based on a small sample, mostly from Australian academics and IT professionals. A majority perceived that anybody could learn to code, with effort and motivation, however, that more advanced levels of programming require mathematical logic, a desire and ability for problem-solving and abstract thinking. A variety of challenges were identified, which may have implications for CS education and research. The findings warrant further exploration into the area of CS community perceptions, particularly with educators of introductory programming courses.
Keywords: Introductory programming; university students; perceptions
Rights: Copyright 2014 ACM
RMID: 0030028620
DOI: 10.1145/2674683.2674695
Appears in Collections:Computer Science publications

Files in This Item:
File Description SizeFormat 
RA_hdl_107907.pdfRestricted Access833.36 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.