Rebecca Mancy
ABSTRACT
The notions of implicit learning and implicit of tacit knowledge first became popular in the 1960s (Reber, 1967; Polanyi, 1967). However, they have rarely been applied to education. Most empirical studies of implicit learning and knowledge have used experimental paradigms. We argue that in order for these notions to be investigated in real-world educational situations, other research methods are necessary. In light of this, we report the results of an interview study of implicit knowledge in computer programming education. Several cues that helped us to determine that knowledge was implicit are explained and illustrated with examples. We conclude the interviews can be useful in investigating nonconscious knowledge and offer some observations concerning implicit knowledge about programming that became apparent from this study.
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