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The Effects of HyperCard Programming on Teacher Education Students' Problem-Solving Ability and Computer Anxiety.
Peer reviewed Peer reviewed
Liu, Min – Journal of Research on Computing in Education, 1997
Describes a study of graduate students that investigated whether a lengthened HyperCard stack treatment could promote problem-solving ability and reduce computer anxiety. The study was based on previous research that compared BASIC programming with HyperCard. Highlights include authoring languages and the effect of different instructional formats…
Descriptors: Authoring Aids (Programming), Comparative Analysis, Computer Anxiety, Computer Assisted Instruction
A Conceptual Framework for Analyzing Students' Knowledge of Programming.
Peer reviewed Peer reviewed
McGill, Tanya J.; Volet, Simone E. – Journal of Research on Computing in Education, 1997
Proposes a conceptual framework for analyzing students' knowledge of programming. The idea is to integrate three types of programming knowledge from educational computing literature with three forms of knowledge from cognitive psychology literature. A study is described that determined types of knowledge required to answer exam questions, and…
Descriptors: Cognitive Psychology, Comparative Analysis, Computer Science Education, Concept Formation
Give Programming Instruction a Chance.
Peer reviewed Peer reviewed
Thomas, Rex A.; Upah, Sylvester C., Jr. – Journal of Research on Computing in Education, 1996
A study of college students revealed weaknesses in learning strategies and metacognitive skills. The students' experience using LOOPS simulation software to create program loops suggests that computer programming coursework may have substantial value for non-majors. (LRW)
Descriptors: Computer Assisted Instruction, Computer Science Education, Computer Simulation, Educational Benefits
Facilitating Logo's Potential Using Teacher-Mediated Delivery of Instruction: A Literature Review.
Peer reviewed Peer reviewed
Walsh, Thomas E., Jr. – Journal of Research on Computing in Education, 1994
This literature review examines the contribution of the LOGO programming language toward facilitating elementary school students' learning and in promoting problem-solving skills. Topics addressed include positive and negative effects of LOGO use; LOGO theory and development; transfer of LOGO skills; and support for structured, teacher-mediated…
Descriptors: Computer Assisted Instruction, Elementary Education, Elementary School Students, Geometry