Reflections by teachers learning to program

Authors:
Ken Halland;Katherine Malan
Affiliations:
Department of Computer Science and Information Systems, University of South Africa, P O Box 392, UNISA, 0003, South Africa;Centre for the Improvement of Mathematics, Science and Technology Education, University of South Africa, P O Box 392, UNISA, 0003, South Africa
Venue:
SAICSIT '03 Proceedings of the 2003 annual research conference of the South African institute of computer scientists and information technologists on Enablement through technology
Year:
2003

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Abstract

In this paper we look at what we can learn about teaching programming from the reflections of teachers on their own learning. Using direct quotes from journals kept by teachers while they were learning Delphi, we discuss the suitability of a visual or event-driven programming language for teaching programming. We then show how knowledge of another language can both help and hinder the learning of a new language with a different paradigm. In particular, we highlight some of the changes in thinking required with respect to learning visual, event-driven programming. Finally we look at issues around learning styles, and whether theory or practice should be done first.