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Author Diwan, Amer ♦ Waite, William M. ♦ Jackson, Michele H. ♦ Dickerson, Jacob
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Copyright Year ©2004
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Concepts of programming languages ♦ Collaboration ♦ Educational tools
Abstract The educational literature recognizes that people go through a number of stages in their intellectual development. During the first stage, called received knowledge or $\textit{dualism},$ people expect knowledge to be handed to them by authority figures (thus “received”) and think in terms of black and white (thus “dualism”). Our experience indicates that many computer science students are at this first stage of learning. To help students move beyond this stage, we describe a system and strategy, the PL-Detective, to be used in a Concepts of Programming Languages course. Assignments using this system directly confront students with the notion that they can create knowledge via interactions with the PL-Detective and that discussion with students (rather than asking the instructor) is an effective way of learning how to reason. We present experimental results that show that the PL-Detective is effective in helping students move beyond the stage of received knowledge.
ISSN 15314278
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2004-12-01
Publisher Place New York
e-ISSN 15314278
Journal Journal on Educational Resources in Computing (JERIC)
Volume Number 4
Issue Number 4

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Source: ACM Digital Library