The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
A Study of the Development of Programming Ability and Thinking Skills in High School Students
Open accessAbstract
This article reports on a year-long study of high school students learning computer programming. The study examined three issues: 1) what is the impact of programming on particular mathematical and reasoning abilities?; 2) what cognitive skills or abilities best predict programming ability?; and 3) what do students actually understand about programming after two years of high school study? The results showed that even after two years of study, many students had only a rudimentary understanding of programming. Consequently, it was not surprising to also find that programming experience (as opposed to expertise) does not appear to transfer to other domains which share analogous formal properties. The article concludes that we need to more closely study the pedagogy of programming and how expertise can be better attained before we prematurely go looking for significant and wide reaching transfer effects from programming.
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Citations
Cites
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272
Structure-mapping: A theoretical framework for analogy
GENTNER, D. (1983) · Cognitive Science · doi:10.1016/s0364-0213(83)80009-3 · Cited by 816
Cited by
Learning and Teaching Programming: A Review and Discussion
Robins, A., Rountree, J., & Rountree, N. (2003) · Computer Science Education · doi:10.1076/csed.13.2.137.14200 · Cited by 1,736
Lye, S. Y., & Koh, J. H. L. (2014) · Computers in Human Behavior · doi:10.1016/j.chb.2014.09.012 · Cited by 1,421
Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon
Salomon, G., & Perkins, D. N. (1989) · Educational Psychologist · doi:10.1207/s15326985ep2402_1 · Cited by 1,121
The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.
Scherer, R., Siddiq, F., & Sánchez Viveros, B. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000314 · Cited by 205
Misirli, A., & Komis, V. (2023) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2023.05.014 · Cited by 86
Metadata
- Authors
- Kurland, D. M., Pea, R. D., Clement, C., & Mawby, R.
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 1986-11
- Volume
- 2
- Issue
- 4
- Pages
- 429-458
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W2044806257
- Cited by
- 202
- References
- 2
- FWCI
- 21.72
- Type
- journal article
- Language
- en
- Open access
- green
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- Kurland, D. M., Pea, R. D., Clement, C., & Mawby, R. (1986). A Study of the Development of Programming Ability and Thinking Skills in High School Students. Journal of Educational Computing Research. https://doi.org/10.2190/bkml-b1qv-kdn4-8ulh
Data sources
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.
