Analysing Programming Misconceptions
(2024) Didapro - DidaSTIC Didactique de lāinformatique et des STIC ā Location: Louvain-la-Neuve, Belgique (30.January.2024)
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- Abstract
- For programming education to become truly accessible to any student, whether they be primary, mid school or university students, students from less privilege socio-economic or cultural backgrounds, female students (an underrepresented audience for computer science studies), adults returning to study, or future informatics teachers themselves, any tool that can help students and their teachers to lower the bar to access and complete these studies is worth exploring. Of particular interest are automated teaching tools adapted to the particular needs, skills and pace of each individual student. Ensuring a good informatics background to students also depends a lot on the motivation, quality and background of the teachers; having tools that can help less skilled teachers provide accurate automated feedback to their students can be very helpful. Such automated tools are also beneficial to allow scaling up to larger student audiences, as is increasingly the case for first year computer science courses, while still being able to guarantee an individualised quality feedback.
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LiĆ©nard, J. (2024). Analysing Programming Misconceptions. Didapro - DidaSTIC Didactique de lāinformatique et des STIC, Louvain-la-Neuve, Belgique. https://hdl.handle.net/2078.5/30744