ISSUES, OPPORTUNITIES AND CONCEPTS IN THE TEACHING OF PROGRAMMING TO NOVICE PROGRAMMERS AT THE UNIVERSITY OF LINCOLN - THREE APPROACHES

Sep 17, 2026

This PhD thesis examines three small-scale, computer-based approaches for teaching programming concepts to novice programmers in a higher education setting, using Pascal as the initial language. The work develops and uses a tutorial CAL, an online help system, and a pattern language, outlining each approach and the results obtained. It also reviews learning theories supporting CAL design, related programming-teaching issues, research tools and methodologies, and conclusions from earlier CAL projects, including UK efforts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages549

Reading Time23 h 3 min

AccessFree to download

Summary

Introduction to Chapter 1

Studying the teaching of programming

The author

Structure of thesis

Chapter 1: Conclusion

Introduction to Chapter 2

Goals of the research effort

Educational research methodologies

Action research

Educational research tools and methods

Qualitative and quantitative research

Survey methods

Semi-structured interviews

Participant observation

Diaries

Focus groups

Sampling strategies

Internal and external validity

The value of educational research

The concept of reflexivity

Outline of the author's research

The concept of patterns and pattern languages

Chapter 2: Conclusion

Introduction to Chapter 3

Learning to program versus programming to learn

Computing and programming curricula

A programming syllabus

Elements of structured programming

The algorithmic toolkit

# ISSUES,OPPORTUNITIES ANDCONCEPTS IN THE TEACHING OFPROGRAMMING TO NOVICEPROGRAMMERS AT THE UNIVERSITY OFLINCOLN:THREE APPROACHES Amanda Jane Bird A thesis submitted in partial fulfilment of therequirements for the degree of PhD School of Education,University of Sheffield December 2004 For Darren,Charlotte,Megan and AmeliaandAnnalie Moreton Summary This thesis describes three small-scale,computer-based approaches developed andused by the author in her teaching of programming concepts to novice programmers,using Pascal as a first language,within a higher education context. The first approach was the development of a piece of tutorial CAL,the second wasthe development of an on-line help system and the third the development of a patternlanguage.For the first two,the author created the product.For the pattern language,she designed the template.These three approaches are described and the resultsobtained outlined.The work also looks at the kind of research methodologies andtools available to the author and present a rationale for her choices of method andtools. This work also briefly reviews some learning theories that could be used to underpinthe design,use and evaluation of CAL.The thesis looks at a range of topics associatedwith the teaching of programming and the use of CAL.It looks at issues around thepsychology and human aspects of learning to program,such as confirmatory bias andvision.It looks at other research efforts aimed at developing software to supportinexperienced programmers,including new programming languages specificallydesigned to teach programming concepts and sophisticated programming supportenvironments. The work briefly reviews various types of CAL and their uses.It also examines somekey projects in CAL development from the 1960s onwards,with particular emphasison UK projects from the early 1970s to the late 1990s.It looks at what conclusionscan be drawn from examining some of the many CAL projects in the past. Finally,the work reviews the various strands of the author's research efforts andpresents a briefoverview and some initial suggestions for the teaching ofprogramming to novice programmers. The teaching of programming to novice programmers: three approaches Table of contents Contents ………………………………………………………………………………………………………………………………………………………………………i Introduction to Chapter 1……………………………………………………………………………………………………………………………1 Studying the teaching of programming……………………………………………………………………………………………………1 The author…………………………………………………………………………………………………………………………………………………………………7 Structure of thesis …………………………………………………………………………………………………………………………………………………14 Chapter 1: Conclusion………………………………………………………………………………………………………………………………………16 Introduction to Chapter 2…………………………………………………………………………………………………………………………………17 Goals of the research effort……………………………………………………………………………………………………………………………17 Educational research methodologies…………………………………………………………………………………………………20 Action research………………………………………………………………………………………………………………………………………………21 Stages in action research………………………………………………………………………………………………………26 Educational research tools and methods…………………………………………………………………………………………………27 Qualitative and quantitative research……………………………………………………………………………………………………28 Little q and big Q……………………………………………………………………………………………………………………30 Survey methods…………………………………………………………………………………………………………………………………………33 Semi-structured interviews…………………………………………………………………………………………………………………35 Participant observation……………………………………………………………………………………………………………36 Diaries……………………………………………………………………………………………………………………………………………………………………38 Focus groups……………………………………………………………………………………………………………………………………38 Sampling strategies …………………………………………………………………………………………………………………………………39 Internal and external validity………………………………………………………………………………………………………………42 The value of educational research………………………………………………………………………………………………………………47 The concept of reflexivity………………………………………………………………………………………………………………………50 Outli

FAQs

What are the three approaches developed in this thesis to teach programming concepts to novices?

The thesis describes three small-scale computer-based approaches: a tutorial CAL, an online help system, and a pattern language designed by the author.

Why does the thesis use Pascal as the first programming language?

The work explicitly states that Pascal is used as the first language within a higher education context for teaching novice programming concepts.

What kinds of research methodologies and tools does the thesis discuss?

The thesis reviews research methodologies and tools available to the author, including educational research methods such as action research, survey methods, semi-structured interviews, participant observation, diaries, focus groups, sampling strategies, and considerations of validity and reflexivity.

Sep 17, 2026

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