Using technology to bring abstract concepts into focus: A programming case study

TECHNOLOGY is a valuable instructional tool for teaching and learning fundamental concepts such as mathematics, reading, and writing. The teaching of advanced topics with abstract concepts can also benefit from instructional technology. For example, computer programming involves the design and development of problem-solving algorithms. Algorithms are inherently abstract ideas. The physical representation of algorithms can take on many forms (e.g., flowcharts, software, electronic voltages inside a computer) each of which is difficult to visualize and manipulate. This paper discusses a three-step implementation of an instructional technology tool and associated pedagogy to support teaching and learning programming concepts. The first step is to identify a valuable learning activity that clearly benefits conceptual understanding. We report a pencil-and-paper within-subjects experiment that demonstrates flowcharts to be valuable conceptual tools for novice programmers. The second step is to design an instructional technology tool that supports self-paced, reflective learning activity. We present the Flowchart Interpreter (FLINT), an instruction technology tool to support novice programmers. The third and final step is to develop and assess a teaching pedagogy that integrates the technology tool into the curriculum. We describe a between-subject experiment involving a treatment group utilizing the FLINT tool within an USING TECHNOLOGY TO BRING ABSTRACT CONCEPTS INTO FOCUS 26 appropriate semester long pedagogy. The findings of the second experiment suggest a measurable advantage over the traditional textbook approach. We conclude with a discussion of the process and its implications for future efforts in other advanced topic disciplines. (