View in EDS

Learning to Program and Its Transference to Students' Cognition.

Saved in:
Bibliographic Details
Title: Learning to Program and Its Transference to Students' Cognition.
Language: English
Authors: Ahmed, Aqeel M.
Peer Reviewed: N
Page Count: 99
Publication Date: 1992
Document Type: Information Analyses
Reports - General
Descriptors: Cognitive Ability, Cognitive Development, Computer Science Education, Computer Uses in Education, Computers, Creativity, Educational Research, Elementary Secondary Education, Literature Reviews, Microcomputers, Programing, Programing Languages, Science Education, Thinking Skills
Geographic Terms: Bahrain
Abstract: Teaching of computer programming in elementary and secondary schools has become a very popular activity. The purpose of this paper is to review and analyze the empirical research on the benefits of learning computer programming on students' cognition abilities. The paper focuses on the question: Do the skills of computer programming transfer to students' cognition? The paper is organized into three sections based on the measurement outcomes of each study. Section 1 contains seven studies that investigated the relationship of programming with the following general cognitive outcomes: metacognitive ability, cognitive development, cognitive growth, general ability, creativity, and achievement. Section 2 contains eight studies that analyze the relationship between learning computer programming and problem solving. Section 3 contains six studies that examine learning computer programming with the following specific cognitive skills: rule-learning tasks, development of thinking skills, reasoning skills, general variable skills, and planning skills. In the 21 studies reviewed one half showed learning computer programming did not affect student cognition, and the other half showed some positive effects. However, the author concludes that all of the studies were flawed. For example only one study reported the reliability and validity of its instruments. Based on the studies, the author concludes that there is no relationship between learning computer programming and student cognition. (PR)
Journal Code: RIEAPR1993
Entry Date: 1993
Accession Number: ED352261
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED352261
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED352261
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Learning to Program and Its Transference to Students' Cognition.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ahmed%2C+Aqeel+M%2E%22">Ahmed, Aqeel M.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 99
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Information Analyses<br />Reports - General
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computers%22">Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Microcomputers%22">Microcomputers</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Programing+Languages%22">Programing Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bahrain%22">Bahrain</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teaching of computer programming in elementary and secondary schools has become a very popular activity. The purpose of this paper is to review and analyze the empirical research on the benefits of learning computer programming on students' cognition abilities. The paper focuses on the question: Do the skills of computer programming transfer to students' cognition? The paper is organized into three sections based on the measurement outcomes of each study. Section 1 contains seven studies that investigated the relationship of programming with the following general cognitive outcomes: metacognitive ability, cognitive development, cognitive growth, general ability, creativity, and achievement. Section 2 contains eight studies that analyze the relationship between learning computer programming and problem solving. Section 3 contains six studies that examine learning computer programming with the following specific cognitive skills: rule-learning tasks, development of thinking skills, reasoning skills, general variable skills, and planning skills. In the 21 studies reviewed one half showed learning computer programming did not affect student cognition, and the other half showed some positive effects. However, the author concludes that all of the studies were flawed. For example only one study reported the reliability and validity of its instruments. Based on the studies, the author concludes that there is no relationship between learning computer programming and student cognition. (PR)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEAPR1993%22">RIEAPR1993</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED352261
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED352261
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 99
    Subjects:
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Computers
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Microcomputers
        Type: general
      – SubjectFull: Programing
        Type: general
      – SubjectFull: Programing Languages
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Bahrain
        Type: general
    Titles:
      – TitleFull: Learning to Program and Its Transference to Students' Cognition.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ahmed, Aqeel M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 27
              M: 08
              Type: published
              Y: 1992
ResultId 1