Microworlds with Different Pedagogical Approaches in Introductory Programming Learning: Effects in Programming Knowledge and Logical Reasoning

Authors

  • Joana Martinho Costa Instituto Universitário de Lisboa (ISCTE-IUL), ISTAR-IUL, Lisboa, Portugal

DOI:

https://doi.org/10.31449/inf.v43i1.2657

Abstract

This paper presents a summary of doctoral thesis that evaluates the using of microworlds combined with different pedagogical approaches to learn introductory programming, specifically in programming knowledge and logical reasoning variables. The results suggest that when microworlds are combined with the 4C-ID instructional model there are positive effects in learning to program a computer, but they have no impact if an expository method is used. However, given the limited number of sampled subjects in this thesis, this topic should be further researched. It is necessary to understand to what extent, measurable, the use of certain teaching methods with or without association with microworlds, influence the results of students in knowledge and logical reasoning.

References

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Costa, J. M. (2018). Using Alice Software with the Expository Method: a pilot study. International Journal of Engineering and Technology, 10(6), 1681-1686. doi: 10.21817/ijet/2018/v10i6/181006046

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Costa, J. M., & Miranda, G. L. (2019). Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning. Informatics in Education, 18(1), 1-15. doi: https://doi.org/10.15388/infedu.2019.01

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Published

2019-03-01

How to Cite

Costa, J. M. (2019). Microworlds with Different Pedagogical Approaches in Introductory Programming Learning: Effects in Programming Knowledge and Logical Reasoning. Informatica, 43(1). https://doi.org/10.31449/inf.v43i1.2657

Issue

Vol. 43 No. 1 (2019)

Section

Thesis summary

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