Teaching computer programming with PRIMM: a sociocultural perspective author copy
Sue Sentance, Jane Waite and Maria Kallia, 2019, Computer Science Education, 29(2-3), 136-176.
Abstract: With Computing becoming a mandatory subject in several countries, pedagogical strategies to support young learners are needed, particularly to learn computer programming, which novice adults have struggled with for decades. As with other discipline-based education research these developments should be informed by our understanding of education and underpinned by longstanding theoretical perspectives of learning. In this paper we draw on Vygotskian ideas of mediation, tools and the zone of proximal development (ZPD) to give a theoretical lens for the learning of programming. Drawing together this sociocultural perspective and previous research in computer science education we present a strategy for teaching programming we have called PRIMM (Predict, Run, Investigate, Modify, Make). We describe our evaluation of PRIMM in 13 schools in [country] through a mixed-methods study and offer this approach as an effective model for the teaching of programming. Through our evaluation of PRIMM and engagement with classroom teachers in our research, we propose a framework for understanding the learning of programming in the classroom, and present this as an avenue for further research.
Understanding professional learning for Computing teachers from the perspective of situated learning – Sue Sentance & Simon Humphreys, 2018, Computer Science Education, 28(4), 345-370.
Below are links to full copies of papers from the ACM Digital Library which are available through the ACM Authorizer service.
Koli Calling ’11 Proceedings of the 11th Koli Calling International Conference on Computing Education Research, 2011