This article distills a discussion about the goals, mechanisms, and effects of three environments which aim to support the acquisition and development of computing concepts (problem solving and programming) in pre-University and non-technical students: Alice, Greenfoot, and Scratch. The conversation started in a special session on the topic at the…

In describing two examples of students asked to write programs to solve problems, a serious defect in training is illustrated with potentially important consequences for students and employers. (Author)

Two approaches to computer use instruction are applications (use of specific application software) and problem solving (developing thinking skills oriented toward using computers to solve problems). (SK)

Computer programing and problem-solving steps in mathematics are viewed to have related concepts. Some heuristics are compared with some suggestions for structured programing. The one fundamental difference between problem solving in general and when using the computer is seen as the computer solution must be finite. The computer is viewed as a…

Discusses whether and how computer programing courses can teach problem solving. Provides results of an integrated set of studies of middle school programing students whose problem solving skills increased in a programing class. Argues that "exemplary" instruction is more efficient than "typical" instruction. Examines the influence of students'…

Argues that the computer's capacity to provide rapid translation between symbol systems in a socially meaningful context can be exploited to enrich learners' metacognitive skills and social awareness, as well as problem solving and creative expression. Describes software that capitalizes on this potential and proposes the development of new…

Discusses issues related to how students should use computers in schools. Indicates that using computers as tools leads to further experimentation and new discoveries and that skills learned in the computing process can be used to find innovative ways to solve new problems. (JN)

Discusses the rationale, aims, and objectives of introductory computer courses and suggests an improved approach to designing such courses to prepare pupils for a computer-based society and to improve problem solving through structured programing. Criteria for evaluating and choosing an appropriate programing language are listed. (EAO)

Described and critiqued are two ideas which have proven valuable in teaching programming at the introductory level, the mental model and the programming plan. (PK)

Shows by means of a mathematical example how algorithmic thinking and mathematical thinking complement each other. An algorithmic approach can lead to questions that deepen the understanding of mathematics material. (DDR)

Presented is a way to provide students with a review and an appreciation of the versatility of pointers in data structures by improvising with binary trees. Examples are described using the Pascal programing language. (KR)

Discusses the positive transfer of computer-related skills to new computer tasks and reviews transfer-related literature to provide recommendations to facilitate better transfer of students' skills from introductory computer classes to future needs. Topics addressed include course goals, user interfaces, problem solving, and software. (Contains 60…

Contends that the major use and promise of computer aided learning (CAL) lies in the provision of secondary teaching support such as simulations, interactive tutorials, and similar activities. Reviews the uses and benefits of CAL in demonstrations, experiments, exercises, and interactive tutorials. (ML)

Delineates the five skill areas needed to maximize computer competency--concept formation, comprehension, problem solving, study techniques, and occupational reading and employability skills. (CRH)

Identifies and discusses 10 overly optimistic claims for the use of computers in the classroom, and makes recommendations concerning each claim. Highlights include computer labs versus curriculum integration; the development of hardware versus software; the values of computer literacy; computer networking; computer education training; the use of…