A qualitative think-aloud study of novice programmers' code writing strategies

This paper presents part of a larger long term study into the cognitive aspects of the early stages of learning to write computer programs Tasks designed to trigger learning events were used to provide the opportunity to observe student learning, in terms of the development and modification of cognitive structures or schemata, during think aloud sessions. A narrative analysis of six students' attempts to solve these tasks is presented. The students' progression in learning and attitudinal approaches to learning is examined and provides some insight into the cognitive processes involved in learning computer programming.