The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.
Language-Independent Conceptual “Bugs” in Novice Programming
Open accessAbstract
This article argues for the existence of persistent conceptual “bugs” in how novices program and understand programs. These bugs are not specific to a given programming language, but appear to be language-independent. Furthermore, such bugs occur for novices from primary school to college age. Three different classes of bugs—parallelism, intentionality, and egocentrism—are identified, and exemplified through student errors. It is suggested that these classes of conceptual bugs are rooted in a “superbug,” the default strategy that there is a hidden mind somewhere in the programming language that has intelligent interpretive powers.
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Cites
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Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186
The Child's Conception of Space
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Cognitive Skills and Their Acquisition
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Empirical Studies of Programming Knowledge
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The development of role-taking and communication skills in children
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On the cognitive effects of learning computer programming
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Cited by
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013) · Education and Information Technologies · doi:10.1007/s10639-012-9240-x · Cited by 555
Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review
Qian, Y., & Lehman, J. (2018) · ACM Transactions on Computing Education · doi:10.1145/3077618 · Cited by 529
Constructivism in computer science education
Ben-Ari, M. (1998) · Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education · doi:10.1145/273133.274308 · Cited by 417
Novice mistakes: are the folk wisdoms correct?
Spohrer, J. C., & Soloway, E. (1986) · Communications of the ACM · doi:10.1145/6138.6145 · Cited by 310
Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation
Van Merriënboer, J. J. G., & De Croock, M. B. M. (1992) · Journal of Educational Computing Research · doi:10.2190/mjdx-9pp4-kfmt-09pm · Cited by 207
Metadata
- Authors
- Pea, R. D.
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 1986-02
- Volume
- 2
- Issue
- 1
- Pages
- 25-36
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W2099421759
- Cited by
- 317
- References
- 21
- FWCI
- 24.62
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
