Mental spaces in programming learning, a study from the didactics of computer science
DOI:
https://doi.org/10.5753/rbie.2026.7331Keywords:
Computer science didactics, Cognitive models, Programming, ComputingAbstract
To build a computer program that solves a problem, it must be technically modeled. Prior to such technical modeling, a cognitive model must be developed, that is, the main constituent elements of the problem must be identified and related, guiding the construction of the solution and representing its semantics. This exploratory work analyzes the characteristics of cognitive modeling performed by high school students, which is expressed through writing in natural language. To analyze the students' cognitive model, statistical tools were used, as well as artificial intelligence algorithms that show the semantic relationships of the discourse. We conclude that those discourses that coherently refer to the structuring elements of the problem are associated with viable programs; models that also display complex semantic relationships. On the other hand, impoverished linguistic constructions, which do not refer to strong disciplinary elements and therefore represent a poor model, are generally associated with deficient solutions.
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