Transfer of Programming Basics from Middle School to College
DOI:
https://doi.org/10.26507/rei.v21n41.1328Keywords:
algorithms and data structures, computer science, congnitive sciences, programming, basic concepts, verbal expressionsAbstract
The study presents a pilot test to evaluate the transfer of basic programming concepts from middle school to university, based on the verbal expressions of incoming students to the Information Systems Engineering program. Surveys are conducted before and after an introductory programming course. The results show a significant improvement in the identification of basic concepts after the course, although an initial low identification of these concepts is observed. The study highlights the relationship between verbal and procedural knowledge, with a gap that decreases after the intervention. There is evidence of students' preference for learning programming using text-based languages. It is concluded that it is crucial to integrate prior knowledge into university teaching and promote a realistic understanding of computer science careers from secondary education. This study provides directions for future research in the field of computational thinking and the assessment of acquired programming concepts.
Author Biography
Verónica D'Angelo, Consejo Nacional de Investigaciones Científicas y Técnicas
Doctora en Psicología por la Universidad Nacional de Córdoba (UNC) y magíster en Psicología Cognitiva del Aprendizaje por la Facultad Latinoamericana de Ciencias Sociales (FLACSO) y la Universidad Autónoma de Madrid (UAM). Actualmente se desempeña como docente e investigadora en la Universidad Abierta Interamericana y como becaria postdoctoral del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), con funciones en el Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE), integrando el equipo de Desarrollo Cognitivo.
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