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dc.contributor.advisorMentz, E.
dc.contributor.advisorMonteith, J.L. De K.
dc.contributor.authorBreed, Elizabeth Alice
dc.date.accessioned2008-08-25T19:06:48Z
dc.date.accessioned2008-10-21T10:50:35Z
dc.date.available2008-10-30T19:06:48Z
dc.date.available2008-10-21T10:50:35Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/10394/13
dc.descriptionThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
dc.description.abstractAs a result of the interactive nature of modern programming languages the perception has developed that proper planning of a solution, reasoned action during the process of problem solving and evaluation of the solution have become less important during computer programming. Learn often rely on the programming language to help them solve a problem, without themselves planning the solution beforehand and then using a computer language to implement the solution. This approach usually leads to using bad programming techniques, resulting in unstructured programmes or rendering the learner unable to solve the problem. The importance of continuous reflection by learners while doing a programming activity has been advocated for quite some time. The extent to which learners possess and apply the necessary knowledge cognitive skills and meta-cognitive skills, such as reflection, contributes to effective learning in computer programming and subsequently determines their performance In computer programming. This research was done to analyse the reflective thinking activities of respectively university students and secondary school learners in computer programming while they are involved in programme development. The literature study investigates different views on effective learning, with special emphasis on the role of reflection in problem solving and effective learning in computer programming. It also investigates other factors that also may influence effective learning in computer programming. The empirical study is aimed at determining the extent to which effective and ineffective learners are engaged in reflective thinking before beginning to code a computer programme, while they are busy working on it and after they have finished the programme. Analysis of the reflective abilities of the learners in each of these three phases of completion of a programming activity leads to inferences regarding the extent of continuous reflection necessary to enhance effective learning in computer programming. This knowledge can provide teachers with guidelines on how teaching approaches and strategies may be adapted in order to develop learners' reflective thinking skills that can enhance their effectiveness as computer programmers.
dc.languageAfrikaans
dc.publisherNorth-West University
dc.subject.otherEffektiewe leer
dc.subject.otherRekenaarprogrammering
dc.subject.otherProbleemoplossing
dc.subject.otherRefleksie
dc.subject.otherReflektiewe denke
dc.subject.otherMetakognisie
dc.subject.otherKognitiewe vaardighede
dc.subject.otherSelfgereguleerde leer
dc.subject.otherEffective learning
dc.subject.otherComputer programming
dc.subject.otherProblem solving
dc.subject.otherReflection
dc.subject.otherReflective thinking
dc.subject.otherMeta-cognition
dc.subject.otherCognitive skills
dc.subject.otherSelf-regulated learning
dc.title'n Analise van die reflektiewe vermoëns van effektiewe en oneffektiewe leerders in rekenaarprogrammeringafr
dc.typeThesis
dc.description.thesistypeMasters


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