Concept Mapping and Appropriate Instructional Strategies in Promoting Programming Skills of Holistic Learners

Abstract

The current methods for teaching programming skills fail to concentrate on the effective tools and strategies conducive to the creation of in-depth understanding of programming concepts and procedures. Mind tools such as concept mapping are not appropriately investigated in the present programming classrooms. Thus the needs of learners, particularly the holistic learners, are neglected. The aim of this paper is to explore concept mapping and instructional strategies applicable in promoting programming skills of holistic learners. The nature of this research required a qualitative research approach where individual interviewing was used to gather data. Ten students at the institution for higher education were identified as holistic learners with a pre-screening device. The findings of this study reveal the necessity for concept mapping and a peer-based collaborative environment in order to enhance a meaningful programming atmosphere. Holistic learners commented that concept mapping enhanced their learning, as it stimulated simultaneous, deductive or intuitive, concrete, and subjective processes relevant to their style of learning. Concept mapping enabled learners to focus on fine details, experiencing a structured step-by-step approach, representing their knowledge structures graphically and visualising programming concepts and procedures as a network of interrelated ideas. Findings indicated a need for concept mapping to be used in conjunction with practical and cognitive apprenticeship. This will enlarge and strengthen the insight into the programming process and set a climate for enhancing programming skills of holistic learners.