William Fuchs, Ashley Ringer McDonald, Aakash Gautam, Ayaan M. Kazerouni
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Recommendations for Improving End-User Programming Education: A Case Study with Undergraduate Chemistry Students
Programming is widespread in multiple domains and is being integrated into various discipline-specific university courses where, like students in a typical introductory computing course, students from other disciplines face challenges with learning to program. We offer a case study in which we study undergraduate students majoring in either chemistry or biochemistry as they learn programming in a physical chemistry course sequence. Using surveys and think-aloud sessions with students, we conducted a thematic content analysis to explain the challenges they face in this endeavor. We found that students struggled to transfer their programming knowledge to new representations and problems, and they did not have strategies in place for solving problems with programming. These facts combine to lower students’ confidence in their programming abilities, making it less likely that they will reach for computing to help solve domain-specific problems. We recommend that students in end-user programming contexts be explicitly taught the skills of abstraction, decomposition, and metacognitive awareness as they pertain to programming.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.