Abstract
Elements of a theoretical framework are presented for analysing programming tasks and identifying potential cognitive difficulties depending on training stages. Programming is considered in its professional meaning, as the whole task starting from a “problem in the world” and developing up to the status of an “implemented program”. By “operative tools” we mean all “external support systems”, whether they are computer-based or not, which aim to support learning activity in the domain of programming. The theoretical framework is used to define criteria to analyse operative tools for learning programming. Potential functionalities of training aids are analysed in relationship with the target programming knowledge and tasks.
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Rogalski, J., Samurçay, R. (1993). Task Analysis and Cognitive Model as a Framework to Analyse Environments for Learning Programming. In: Lemut, E., du Boulay, B., Dettori, G. (eds) Cognitive Models and Intelligent Environments for Learning Programming. NATO ASI Series, vol 111. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-11334-9_2
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DOI: https://doi.org/10.1007/978-3-662-11334-9_2
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