Abstract—Programming has traditionally been considered a
fundamental subject in computer science and engineering
domains. In educational contexts, however, about fifty percent
of the students have trouble learning programming. The reason
could be that their maladaptive cognition leads to maladaptive
behavior, and there is no any assistant tool helps them reduce
maladaptive learning to be self-directed. For the reason, in
order to response the important policy direction of Taiwan
technological and vocational education and strengthen students’
practical programming skills, this study intends to develop an
innovative programming teaching framework with appropriate
teaching strategies for reducing students’ maladaptive learning.
Index Terms—Constructivism, self-directed learning, maladaptive learning pattern, topic maps.
T. C. Huang and M. Y. Chen are with the Department of Information Management, National Taichung University of Science and Technology, Taiwan, R.O.C. (e-mail: firstname.lastname@example.org, email@example.com).
Y. Shu is with the Taichung Shinmin Senior High School, Taiwan, R.O.C. (e-mail: firstname.lastname@example.org).
C. C. Chen is with the Department Management Information Systems, National Chung Hsing University, Taiwan, R.O.C. (e-mail: email@example.com).
Cite:Tien-Chi Huang, Yu Shu, Chia-Chen Chen, and Mu-Yen Chen, "The Development of an Innovative Programming Teaching Framework for Modifying Students’ Maladaptive Learning Pattern," International Journal of Information and Education Technology vol. 3, no. 6, pp. 591-596, 2013.