Teaching Programming Language To Architects: Obstacles and Potential Pathways

Teaching programming languages, in computer science or related courses, is a challenge in the early years, which raises learning difficulties, a subject al-ready highly studied in the literature. Teaching programming languages to students outside the areas of computing and digital technologies is a greater challenge because: 1) it is not clear to these students the importance of learning how to program, and 2) they might present mathematical knowledge gaps that compromise the acquisition of a consistent learning. In this study we address the problem of teaching and learning programming skills for undergraduate architecture, to develop a teaching and learning model that overcomes some of the difficulties detected. This paper aims to identify architect students' problems in assimilating the programming con-tent. The methodological procedures included inquiry application during architects' programming classes. In future work, we will develop teaching and learning sequences based on the 4C/ID instructional model and we ana-lyze the results of learning computing concepts under study and some psy-chological concepts such as achievement motivation, mental effort, and self-direct learning.