Many learners find the study of introductory computer programming difficult. This is
also true of children with attention deficit hyperactivity disorder (ADHD), and we need
an improved understanding of how they learn programming. After reviewing the
constructivist approach to teaching and learning and investigating ADHD, this study
explored strategies for constructive learning of introductory programming. The aim
was to evaluate the effectiveness of the Karplus learning cycle to teach introductory
programming. This was done through qualitative research from an interpretive
perspective. Action research techniques were employed and data analysed using
grounded theory methods. Four major constructivist teaching categories emerged,
all of which support the use of the Karplus cycle. It is concluded that the three-phase
Karplus cycle can be used to assist these learners learn introductory programming.
However, it needs to be understood more broadly and the middle phase broken into
two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/1631 |
| Date | 30 November 2007 |
| Creators | Pilkington, Colin Leon |
| Contributors | Gelderblom, J.H. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (x, 110 leaves) |
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