Teaching programming

Let’s read this arti­cle that pro­vi­des an over­view of the area. For this les­son, it is suf­fi­cient to read sec­tions 1, 2, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7.

• Robins, A. V. Novice pro­gram­mers and intro­duc­to­ry pro­gram­ming. In  The Cambridge Handbook of Computing Education Research. Cambridge University Press, 327 — 376 (2019)

Points for reasoning/discussion

• As usual, iden­ti­fy rele­vant aspec­ts of the pro­po­sed arti­cles, either posi­ti­ve or negative.
• In your opi­nion, does the “pro­gram­ming gene” exist?
• I would like you to reflect on your expe­rien­ce lear­ning pro­gram­ming. What were the most signi­fi­cant chal­len­ges? Was the­re a “thre­shold” concept?
• Try to sol­ve the Rainfall pro­blem and reflect on the men­tal pro­cess you fol­lo­wed; think about how you would have approa­ched the pro­blem at the begin­ning of your pro­gram­ming expe­rien­ce.
  “Write a pro­gram that pro­ces­ses an input con­si­sting of dai­ly rain­fall mea­su­re­men­ts (non-nega­ti­ve inte­gers) until it encoun­ters the inte­ger 99999. The pro­gram should out­put the ave­ra­ge of the num­bers encoun­te­red befo­re 99999″

Slide lecture

• Slides [Link]