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Author Hamer, John ♦ Clair, Caroline St. ♦ Thomas, Lynda ♦ James, Richard ♦ Gray, Simon ♦ Mead, Jerry ♦ Sorva, Juha
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Computer programming, programs & data
Subject Keyword Cs1 ♦ Curricular planning ♦ Programming ♦ Cognitive approaches
Abstract Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken advantage of the long record of psychological and experimental studies on the development of programming skills. These studies indicate a need for a new curricular strategy for developing programming skills and indicate that a cognitive approach would be a promising starting point. This paper first reviews the literature on studies of programming skills, cognition and learning, then within that context reports on a new formal structure, called an anchor graph, that supports curricular design and facilitates the setting of measurable milestones.
Description Affiliation: University of Wales, Aberystwyth, Wales (Thomas, Lynda) || Bucknell University, Lewisburg, PA (Mead, Jerry) || North Central College, Naperville, IL (Clair, Caroline St.) || Rollins College, Winter Park, FL (James, Richard) || University of Auckland, Auckland, New Zealand (Hamer, John) || Helsinki University of Technology, Helsinki, Finland (Sorva, Juha) || College of Wooster, Wooster, OH (Gray, Simon)
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 1978-02-01
Publisher Place New York
Journal ACM SIGCSE Bulletin (SGCS)
Volume Number 38
Issue Number 4
Page Count 13
Starting Page 182
Ending Page 194


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Source: ACM Digital Library