The teaching of programming: Teachers’ conceptions about introductory courses of computer science careers regarding the discipline
Keywords:
Introductory teaching of programming, Teaching conceptions, Programming discipline, Phenomenography, Theory of didacticsAbstract
The difficulty in learning programming is one of the notorious causes of abandonment in computer science careers. Despite various studies on the teaching and learning of programming, the specificities that make this difficulty are still not sufficiently clear. In this work, we study the perceptions of teachers of introductory programming courses in computer science careers at AMBA universities, regarding programming as a discipline. The use of the phenomenographic method allowed us to examine the conceptions that influence the decision-making of teachers, both in the planning of their courses and in the action in the classroom. A description of the conceptions shared by the teachers in the sample, regarding the discipline of programming, emerged from the systematic analysis of the teachers' expressions. Based on this collective conception of programming, the study made it possible to define some considerations towards ed-ucational management.
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Copyright (c) 2022 Ana María Piccin, Graciela Dora Susana Hadad
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