Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes

Abstract

Background and Context

We explore the potential for understanding the processes involved in students’ programming based on studying their behaviour and dialogue with each other and “conversations” with their programs. Objective

Our aim is to explore how a perspective of inquiry can be used as a point of departure for insights into how students learn to program. Method

We completed a qualitative study situated in elective computer science classes in an upper secondary school in Norway. We collected data by video recording classroom interactions and used screen-recording software. Findings

Our findings include how we consider programs as both means and ends and reconsider the “error” in trial-and-error strategies, the role of error messages, and how programs are bound to context and particular moments in time. Implications

Our findings have implications for the ways we understand programs as mediating tools in research and apply them in the field of practice.