Abstract
The way in which cognitive theories are implemented in intelligent tutoring systems has implications for the design and evaluation of such systems. In this paper we discuss a theory of skill development in programming centred around the acquisition of programming plans. We examine specific criticisms of the plan theory based upon recent empirical research into programming and upon an exploration of the problems relating to the way in which the original theory has been expressed in systems intended to support the learning process. Our contention is that the development of intelligent tutoring systems should not only be guided by theory but should also inform theory. In terms of the analysis outlined here, we present an example of how this might occur. In conclusion, we frame the results of this analysis in a way that might encourage a better awareness of the role of theory in the development and evolution of intelligent tutoring systems.
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