Results 1 - 10 of 1,404

Novice Students ’ Learning of Object-Oriented Programming

by Anna Eckerdal, Anna Eckerdal, Anna Eckerdal , 2006
"... This thesis investigates students ’ experiences of learning to program. Learning concepts as well as both learning and using advanced resources like computers and compilers. The learning experience is affected by factors like students ’ motives to learn and their general understanding of what learni ..."
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’ motives to learn to program. The thesis presents a qualitative study on novice students ’ experiences of learning object-oriented programming. Data was collected via semistructured interviews. The interviews were analysed mainly using a phenomenographic research approach. The analysis resulted

Generating and Evaluating Object-Oriented Designs for Instructors and Novice Students

by Sally Moritz, Glenn Blank
"... Abstract. Creating object-oriented designs for even simple problems of the type assigned to beginning students is a challenging task. While rules can be applied to identify key design components, multiple acceptable solutions often exist, and instructors may have different preferences for which vari ..."
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variation(s) are best. We describe a tool we developed to assist instructors in designing solutions for problems to be assigned to novice CS1 students. The tool generates a design template of acceptable solutions which the instructor may modify and add comments. Given an updated template, the Expert

From Arithmetic to Algebra: Novice Students ’ Strategies for Solving Equations

by Judith Falle
"... Students learning the art of solving equations using formal algebraic procedures are usually presented with examples that require the application of simple arithmetic knowledge. This paper suggests that such contexts do not always encourage students to use arithmetic procedures that are algebraicall ..."
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Students learning the art of solving equations using formal algebraic procedures are usually presented with examples that require the application of simple arithmetic knowledge. This paper suggests that such contexts do not always encourage students to use arithmetic procedures

presented on January 18. 1988. Title: An Investigation of the On-line Debugg:nz Process of Expert and Novice Student Programmers

by Redacted For Privacy, Curtis R. Cook
"... Abstract approved: ..."
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Abstract approved:

two

by Kathryn Dixon, Lina Pelliccione
"... to online learning from novice students in ..."
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to online learning from novice students in

ProLEARN, A PLATFORM TO SUPPORT PROGRAMMING LEARNING

by António José Mendes
"... Programming learning is complex for many novice students at university level. The most important ..."
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Programming learning is complex for many novice students at university level. The most important

Computer Supported Collaborative Learning for helping

by S. R. Brito, A. S. Silva, O. L. Tavares, E. L. Favero, C. R. L. Francês
"... novice students acquire self-regulated problem-solving skills in computer programming ..."
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novice students acquire self-regulated problem-solving skills in computer programming

Novice Programmer.

by Wayne D. Gray, Neal C. Goldberg, Santa A. Byrnes
"... this paper. Teaching children thinking is inspiring and motivating. A lot of the points which Papert made here in 1972 are still being asserted under the banner of the educational restructuring movement (Collins, 1992). Papert is best when railing against the passive view of the child as subject (wh ..."
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movement) against the short term "problem" focus of many classroom activities in favor of "projects" that extend for days, weeks, or months and in which the student can become actively committed. (For a modern update on the success of such approaches see Collins, Hawkins, & Carver

A Multi-National Study of Reading and Tracing Skills in Novice Programmers

by Raymond Lister, William Fone, Stafford St Dg, Robert Mccartney, Elizabeth S. Adams, John Hamer, Jan Erik Moström, Beth Simon, Sue Fitzgerald, Morten Lindholm, Kate Sanders - ACM SIGCSE Bulletin , 2004
"... A study by a ITiCSE 2001 working group ("the McCracken Group") established that many students do not know how to program at the conclusion of their introductory courses. A popular explanation for this incapacity is that the students lack the ability to problem-solve. That is, they ..."
Abstract - Cited by 112 (25 self) - Add to MetaCart
A study by a ITiCSE 2001 working group ("the McCracken Group") established that many students do not know how to program at the conclusion of their introductory courses. A popular explanation for this incapacity is that the students lack the ability to problem-solve. That is

Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena

by Robert B. Kozma, Joel Russell - Journal of Research in Science Teaching , 1997
"... Abstract: In two experiments, we examined how professional chemists (i.e., experts) and undergrad-uate chemistry students (i.e., novices) respond to a variety of chemistry representations (video segments, graphs, animations, and equations). In the first experiment, we provided subjects with a range ..."
Abstract - Cited by 105 (7 self) - Add to MetaCart
Abstract: In two experiments, we examined how professional chemists (i.e., experts) and undergrad-uate chemistry students (i.e., novices) respond to a variety of chemistry representations (video segments, graphs, animations, and equations). In the first experiment, we provided subjects with a range
Results 1 - 10 of 1,404