Cognitive Consequences of Programming: Augmentations to Basic Instruction

Abstract

A study of junior high students was undertaken to investigate the cognitive outcomes of a first course in computer programming. A model for understanding the learning outcomes is presented, called the chain of cognitive consequences. This model describes the knowledge and skills that potentially can be gained from programming. The model suggests how programming instruction could be augmented so as to focus on higher cognitive skills. An experimental design was implemented which compared two “augmentations” to traditional BASIC instruction. Three important findings were modest achievement scores, large between-site variation, and significant effect of augmentations. The limitations of current instruction for producing cognitive outcomes are discussed, and the instructional implications of this study are presented.

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