Abstract
The objective of this paper is to argue for an approach to the scholarship of teaching based on conceptions of learning and task representation. A case study based on learning to implement a data structure using test-driven development is presented to illustrate the issues. Documented phenomenographic investigations into concepts of programming are referenced to lay a foundation for future research into improving learning and teaching of programming themes.
| Original language | English |
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| Title of host publication | Conferences in Research and Practice in Information Technology Series |
| Pages | 205-211 |
| Number of pages | 7 |
| Volume | 52 |
| Publication status | Published - 2006 |
| Event | 8th Australasian Computing Education Conference, ACE 2006 - Hobart, TAS, Australia Duration: 16 Jan 2006 → 19 Jan 2006 |
Conference
| Conference | 8th Australasian Computing Education Conference, ACE 2006 |
|---|---|
| Country/Territory | Australia |
| City | Hobart, TAS |
| Period | 16/01/06 → 19/01/06 |
Keywords
- Conceptions of programming
- Learning process
- Task representation