This discussion of the kind of knowledge acquired by a novice learning BASIC programming and how this knowledge may be most efficiently acquired suggests that people who do programming acquire three basic skills that are not obvious either in instruction or in traditional performance: (1) the ability to analyze each statement into a type of…

Presents results of a survey of engineering colleges (372 forms returned from 167 schools) on such aspects of computer education as computer credits required for graduation, microcomputers/mainframes used, languages required in beginning/advanced courses, and other areas. Includes recommendations for computer instruction based on survey responses.…

A survey of computer education in engineering colleges was conducted in 1981 and the results reported in EJ 287 351. A follow-up survey conducted in 1984 asked many of the same questions to identify trends. Results of this survey with comparisons to the 1981 survey are presented and discussed. (JN)

This review addresses several key issues in research on the potential relationship between programing language instruction and problem solving. Issues associated with problem-solving theory, expertise, transfer of training, treatment-related issues, language-related issues, and sampling are considered. Treatment-related and language-related issues…

This curriculum is proposed to enhance problem-solving ability through learning to program in BASIC. Current research shows development of problem-solving skills from learning to program in BASIC. Successful treatments have been based on contemporary problem-solving theory, top-down, modular programing, and rigorous length and intensity. The…

This document promotes computer symbolic mathematics and computer algebra as ideal instructional materials for mathematics, science, and engineering students. Further, computer algebra is viewed as appropriate for all students throughout the mathematics curriculum, by serving a vast area of mutual reinforcement and cross-motivation between…

This report examines the exploration and implementation of a multi-faceted approach to the use of computers in the instructional setting in the Worthington (Ohio) School District. Section I presents major steps which occurred during the 1981-82 and 1982-83 school years. These include formation of task forces, descriptions of major ways in which…