Rethinking pedagogies for programming: Computational thinking, codemanship and (software) carpentry

In rethinking how we teach introductory programming to undergraduate computer scientists, we have moved away from focusing primarily on syntax, to developing a deeper understanding of principles of programming, transferable language semantics, underlying constructs and structures, as well as fostering a culture of creating useful and usable software artefacts: in essence, computational thinking, codemanship and software carpentry. In this paper, we explore and evaluate some of the pedagogies for teaching programming, including assessment strategies and industrial engagement, as well as practical solutions to the question of whether programming should be viewed a craft, and is best learned as a practical skill — does it work best seeing the master doing it, and doing it on one's own, corrected by those more proficient?