Articoli correlati a Cognitive Models and Intelligent Environments for Learning...

Cognitive Models and Intelligent Environments for Learning Programming: NATO ASI Series / Series F: Computer and Systems Sciences, Vol. 111 - Brossura

 
9783642081569: Cognitive Models and Intelligent Environments for Learning Programming: NATO ASI Series / Series F: Computer and Systems Sciences, Vol. 111
Brossura
ISBN 10: 3642081568 ISBN 13: 9783642081569
Casa editrice: Springer, 2011

Sinossi

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

Dalla quarta di copertina

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

Editore
Springer
Data di pubblicazione
2011
Lingua
Inglese
ISBN 10 
3642081568
ISBN 13 
9783642081569
Rilegatura
Copertina flessibile
Numero di pagine
312
Redattore
Lemut Enrica, DuBoulay Benedict, Dettori Giuliana
Contatto del produttore
Springer Nature Customer Service Center GmbH
ProductSafety@springernature.com

Europaplatz 3
Heidelberg
69115
Germania