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Concept Development Java Students by Milner Walter (3 results)
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Concept Development In Java: How Students Come To Understand The Meaning Of Concepts When Learning Computer Programming In Java
Published by Lap Lambert Academic Publishing, 2011
ISBN 10: 384650209X ISBN 13: 9783846502099
Language: English
US$ 178.43
Convert currencyUS$ 33.76 shipping from United Kingdom to U.S.A.Quantity: 1 available
Add to basketPaperback. Condition: Brand New. 332 pages. 8.66x5.91x0.75 inches. In Stock.
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Concept Development In Java: How Students Come To Understand The Meaning Of Concepts When Learning Computer Programming In Java
Published by Lap Lambert Academic Publishing, 2011
ISBN 10: 384650209X ISBN 13: 9783846502099
Language: English
US$ 186.49
Convert currencyUS$ 33.76 shipping from United Kingdom to U.S.A.Quantity: 1 available
Add to basketPaperback. Condition: Brand New. 332 pages. 8.66x5.91x0.75 inches. In Stock.
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Concept Development in Java : How students come to understand the meaning of concepts when learning computer programming in Java
Published by LAP LAMBERT Academic Publishing, 2011
ISBN 10: 384650209X ISBN 13: 9783846502099
Language: English
US$ 95.33
Convert currencyUS$ 73.29 shipping from Germany to U.S.A.Quantity: 1 available
Add to basketTaschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What exactly is a 'concept' What do 'understanding' and 'meaning' actually signifiy What happens when a student follows a course on a scientific discipline, such as learning object-oriented programming in Java This research finds a basis for answering these questions. It uses ideas of metaphor and other conceptual blends in conceptual integration networks (CIN) drawn from cognitive science as a theoretical base, and uses interviews with students to relate theory to reality. It analyses students' discourse into aspects of mental spaces and frames, and identifies how concepts are held in terms of metaphor and blend. A similar analysis is applied to textbooks and other teaching material, and students' ideas are contrasted with those of a professor. Centrally, it is shown that much of the language used is non-literal. The data is consistent with the use of CINs as a way of modelling concept development. The findings are used as a way of designing and assessing course design and content, applicable across a wide range of scientific and technical disciplines.
