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http://dx.doi.org/10.9708/jksci.2020.25.03.251

Understanding about Novice Learner's Programming Conception by Prototype Theory  

Kim, Dong-Man (Dept. of Computer Education, Korea National University of Education)
Lee, Tae-Wuk (Dept. of Computer Education, Korea National University of Education)
Publication Information
Journal of the Korea Society of Computer and Information / v.25, no.3, 2020 , pp. 251-260 More about this Journal
Abstract
In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.
Keywords
Programming Conception; Variable Conception; Prototype Theory; Conceptual Metaphor; Misconception Risk; Typicality; Prominence;
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