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Persistence of Early Misconceptions Hinders Progress in Learning Computer Programming
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DOI：10.1109/TE.2025.3637125.png)
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Abstract
En 中文
Contribution: The purpose of this study is: 1) to identify students' early misconceptions in problem understanding and the use of variables/sequencing in a first-year computer programming course using Python; 2) to quantify how early misconceptions evolve over time; and 3) to characterize how misconceptions in the use of variables/sequencing affect learning more advanced computer programming concepts. Background: It has not been clearly established how early misconceptions evolve over time and how they affect learning later in the semester. Research Questions: 1) What are the most common misconceptions in the use of variables/sequencing in a first-year Python course? 2) do those early misconceptions persist late in the semester? and 3) does the persistence of misconceptions in variable/sequencing hinder progress in learning more advanced computer programming concepts? Methodology: We assessed student performance ( n =116 ) in multiple choice and short-answer questions that involved reading and/or writing small flowcharts or snippets of Python code. Findings: Problem understanding remains a challenge for similar to 45% of students until the end of the semester. Misconceptions in variable assignment/sequencing persist late in the semester for similar to 20% of students, hindering their progress in learning more advanced computer programming concepts.
Keywords:
Python
Urban areas
Programming profession
Codes
Sequential analysis
Semantics
Reviews
Hands
Syntactics
Problem-solving
Assignment operator
problem understanding
teaching/learning computer programming
variables
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