Étude exploratoire des conditions supportant l'engagement dans l'activité de programmation informatique
|Advisor:||DeBlois, Lucie; Romero, Margarida|
|Abstract:||Computer programming is being introduced or reintroduced in K-12 around the world. In this context, this project aims at exploring what supports engagement in computer programming considered as a human activity. Engagement is here defined following both an educational definition of school engagement and a computer science definition of engagement, and it is divided into three types: behavioral, cognitive and affective. Eighteen (18) subjects each with at least five years of cumulated programming experience accepted to take part in semidirected individual interviews. They were invited to discuss the way they learnt programming, the various contexts in which they engage themselves regarding programming, and their perception about cognitive and affective involvement. Parts of speech were then classified following an emergent research design to answer the following question: What conditions support engagement in computer programming? Results lead us to propose three conditions that support engagement: (1) programmers adopt a relationship to knowledge in which they must undertake different epistemological positions to develop an effective understanding of a problem, (2) there is a convergence between self and organizational motivations, and (3) they have enough space to express their creativity.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||12 February 2019|
|Collection:||Thèses et mémoires|
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