Scaffolding, the Zone of Proximal Development, and Novice Programmers

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aut.relation.issue1
aut.relation.volume19
aut.researcherWhalley, Jacqueline Louise
dc.contributor.authorAwbi, NK
dc.contributor.authorWhalley, JL
dc.contributor.authorPhilpott, A
dc.contributor.editorVerhaart, M
dc.date.accessioned2015-03-05T23:35:35Z
dc.date.available2015-03-05T23:35:35Z
dc.date.copyright2015-01-30
dc.date.issued2015-01-30
dc.description.abstractThe work, which is part of a doctoral research project, reported here aims to explore the learning strategies that novice computer programmers adopt when writing code, the ways in which they integrate knowledge, and the processes they employ when applying their knowledge and skills in different contexts. Here we present an analysis of the data obtained using think‐aloud retrospective interviews of two novice programmers attempting to solve a set of programming tasks. Our findings, based on a narrative analysis of these interviews, indicate that scaffolding can influence progression in learning and can extend a student’s zone of proximal development.
dc.identifier.citationJournal of Applied Computing and Information Technology, vol.19(1)
dc.identifier.issn2230-4398
dc.identifier.urihttps://hdl.handle.net/10292/8453
dc.languageEnglish
dc.publisherCITRENZ
dc.relation.urihttp://www.citrenz.ac.nz/jacit/JACIT1901/2015Awbi_Scaffolding.html
dc.rightsThe author(s) assign to CITRENZ and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced.
dc.rights.accessrightsOpenAccess
dc.subjectK.3 [Computers & Education]
dc.subjectComputer & Information Science Education
dc.subjectComputer Science Education
dc.titleScaffolding, the Zone of Proximal Development, and Novice Programmers
dc.typeJournal Article
pubs.elements-id179417
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
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