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1 - The History of Computing Education Research

from Part I - Background

Published online by Cambridge University Press:  15 February 2019

By
Mark Guzdial  and
Benedict du Boulay
Edited by
Sally A. Fincher  and
Anthony V. Robins
Sally A. Fincher
Affiliation:
University of Kent, Canterbury
Anthony V. Robins
Affiliation:
University of Otago, New Zealand
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Summary

This chapter reviews the history of computing education research from the 1970s to about 2005. It focuses on the tools, research methods and objectives for learning programming, both for its own sake and also as a vehicle for other outcomes. It describes early experiments with Basic-like and other languages, the rise and fall of Logo, and the emergence of Boxer and Smalltalk. From a methodological point of view, we chart the early lab-based studies of novices, the more authentic classroom-based studies, and the influences of cognitive science and phenomenography on understanding learning, with the former’s emphasis on model building and the latter’s emphasis on the learner experience. We summarise the organisation of computing education research activity over these decades, including such organisations as The Psychology of Programming Interest Group (PPIG), The Empirical Studies of Programmers (ESP) and The ACM Special Interest Group in Computer Science Education. We conclude with a discussion of the development of the notion of programming, of programming as a notation for thinking, and representing execution, and draw links between early research and more contemporary concerns such as computational thinking.
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The Cambridge Handbook of Computing Education Research , pp. 11 - 39
Publisher: Cambridge University Press
Print publication year: 2019

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