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The Effect of Computer Science Instruction on Critical Thinking Skills and Mental Alertness.
Peer reviewed Peer reviewed
Norris, Cathleen; And Others – Journal of Research on Computing in Education, 1992
Pretests measuring critical thinking ability and mental alertness were administered to 72 first-year college students at the beginning of an introductory computer programing course. Posttests administered at the end of the semester showed significant improvement in both areas, indicating that instruction in programing improves students' critical…
Descriptors: Cognitive Ability, Cognitive Tests, Computer Science Education, Critical Thinking
Formal Reasoning Ability in Preservice Elementary Education Students: Matched to the Technology Education Task at Hand?
Peer reviewed Peer reviewed
Brownell, Gregg; And Others – Journal of Research on Computing in Education, 1993
Describes a study that examined the formal reasoning abilities of 147 preservice students in elementary education enrolled in a computer education course. Use of the Arlin Test of Formal Reasoning (ATFR) is explained, and correlations between students' ages and grade point averages and their scores on the ATFR are discussed. (Contains 22…
Descriptors: Age Differences, Computer Science Education, Correlation, Elementary School Teachers
Transfer of Computer Skills from Introductory Computer Courses.
Peer reviewed Peer reviewed
Beard, Charles H. – Journal of Research on Computing in Education, 1993
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…
Descriptors: Computer Assisted Instruction, Computer Science Education, Course Objectives, Courseware
Instructional Strategies for Teaching Computer Programming: Interactions with the Cognitive Style Reflection-Impulsivity.
Peer reviewed Peer reviewed
van Merrienboer, Jeroen J. G. – Journal of Research on Computing in Education, 1990
Describes two experiments, one with undergraduates and one with high school students, that tested instructional strategies for teaching computer programing. The cognitive styles of impulsivity and reflection are examined, completion strategy versus generation strategy is tested, and results support a preferential model rather than a compensatory…
Descriptors: Computer Assisted Instruction, Computer Science Education, Conceptual Tempo, Higher Education