ERIC Number: ED352261
Record Type: RIE
Publication Date: 1992-Aug-27
Learning to Program and Its Transference to Students' Cognition.
Ahmed, Aqeel M.
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)
Publication Type: Information Analyses; Reports - General
Education Level: N/A
Authoring Institution: N/A