Mired in the web: vignettes from charlotte and other novice programmers

Donna Teague, Raymond Lister, Alireza Ahadi

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

2 Citations (Scopus)


Ahadi and Lister (2013) found that many of their introductory programming students had fallen behind as early as week 3 of semester, and those students often then stayed behind. Our later work (Ahadi, Lister and Teague 2014) supported that finding, for students at another institution. In this paper, we go one step further than those earlier studies by observing a number of students as they complete programming tasks while thinking aloud. We describe the types of inconsistencies students manifest, which are often not evident on analysis of conventional written tests. We again interpret our findings using neo- Piagetian theory. We conclude with some thoughts on the pedagogical implications of our research results.

Original languageEnglish
Title of host publicationACE 2015
Subtitle of host publicationProceedings of the 17th Australasian Computing Education Conference
EditorsDaryl J. D'Souza, Katrina Falkner
Place of PublicationSydney
PublisherAustralian Computer Society
Number of pages10
ISBN (Electronic)9781921770425
Publication statusPublished - Jan 2015
Externally publishedYes
Event17th Australasian Computing Education Conference, ACE 2015 - Sydney, Australia
Duration: 27 Jan 201530 Jan 2015

Publication series

NameConferences in research and practice in information technology
ISSN (Electronic)1445-1336


Conference17th Australasian Computing Education Conference, ACE 2015


  • programming
  • neo-Piagetian theory
  • novices
  • assessment
  • think aloud


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