Learning Process of the Programming Languages assignment PDF

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Running head: LEARNING PROCESS OF THE PROGRAMMING LANGUAGESLearning Process of the Programming LanguagesName of the StudentName of the UniversityAuthor note
1LEARNING PROCESS OF THE PROGRAMMING LANGUAGESLiterature ReviewLeaning the programming concept and the logical reasoning can be very hectic for anovice programmer. The responsibility of the teacher is to educate the learner to make himcapable of handling core coding or programming like an expert programmer. Throughout thetransition process, the educator can guide the learner to understand the logical analysis andimplementation of programming concepts(Schulte et al. 2010). However, the proper assessmentand guidance procedure is a debatable topic.The mental model is still the most applicable method in the process learningprogramming and coding. At the same time, this mental model is one of the most arguablemodels in the process learning and educating the programming concepts and coding. However,most of the learning models provide similar core elements(Schulte et al. 2010).According to the definition of the mental model, it is a thought process of a programmerthat help to develop the solution of the given problem in short period.Schulte et al. (2010),opined that it an accumulation of these elements namely understanding the domain area of theproblem, recalling and combining the language to develop the correct structure, establishingwell-designed coding method, accurate and detailed understanding of how to configure the codeand execute the program on the platform.Professional programmers have the ability to recover the learnt coding and programmingcomponents from their memory in more structured manner. These structured and interconnectedcomponents are sufficient to recombine and restructured to develop new programming forsolving a given problem.
2LEARNING PROCESS OF THE PROGRAMMING LANGUAGESAccording to the survey responses of the programming learners, most of the researchershave been concentrated on the thought process of the learner concerning the information builtfrom the utterance of the novice learner. After analysis, the reports are provided to the educatorsto represent the insight of the thought process of the novice learning during the learning andcoding. In the execution of EiPE questions, think aloud studies are very different where both ofthis studies focus on the analysis of responses of the learner in order to identify theirmisconception. The need for analysis of EiPE responses is mentioned earlier while highlightingits distinctiveness.In think aloud method the educators usually observe the effort of the novice duringanswering the given questions. In this process, the learner describes the though pattern verballywhile finding out the solution for the given problem. The interpretation of the learning process ofthe learners varies from the educator’s and the learner’s perspective concerning the learningoutcomes of the course. The following content represents the examples of the think-aloud studiesand its relevance to the paper.ResultsDeveloping the essential skills of reading the code and interpreting them within thecorrect concept is chiefly essential. In previous research, it has been identified that the readingand writing the code efficiently is a pre-requisite skill (refers toLiterature Review Chapter2.2.1). Before the starting of the final examination, the researchers need to develop a newexamination process which would have the ability to test the reading and writing capabilities ofthe learners with their reasoning skills and rational thought process.
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