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Teachers´ perceptions about learning programming
Stockholm University, Faculty of Science, Department of Education in Arts and Professions. (Teknikutbildning för framtiden)
2009 (English)In: Strengthening technology education in the school curriculum: Proceedings PATT-22 Conference Delft, the Netherlands, August 24-28, 2009 / [ed] Arien Bekker, Ilja Mottier, Marc J. de Vries, 2009Conference paper, Presentation (Refereed)
Abstract [en]


Courses in programming at upper secondary school are challenging for teachers and students. Some say programming is hard to learn, some say programming is not meant for all to learn. Teachers are experiencing students’ incapability to understand essential concepts and ideas in programming.

A questionnaire is constructed to collect the variation of teachers’ perception about teaching and learning programming. Data from 104 teachers in programming has been received and analyzed. The data from the questionnaire is compared to related research. The result shows that teachers in the inquiry are concerned with students’ difficulties in learning procedural and design skills (analytical, structural and logical thinking), more than higher cognitive skills in problem-solving. 3 % of the teachers thought pedagogy had an impact on learning; while 12 % thought it’s a question of time if students will learn the basics, and 31 % thought that not anybody can learn programming.

Important questions emerge from the inquiry concerning teachers approach to the knowledge in programming; in what way do teachers design teaching for students deeper learning? What opinions do teachers have about teaching skills that encourages analytical, structural and logical thinking, needed to succeed in programming?

Place, publisher, year, edition, pages
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URN: urn:nbn:se:su:diva-75825OAI: diva2:524147
PATT 22,Delft, The Netherlands, August 24-28,2009
Available from: 2012-04-27 Created: 2012-04-27 Last updated: 2012-06-18Bibliographically approved

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Rolandsson, Lennart
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