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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
Cognitive Style and Its Effect on the Stages of Programming.
Peer reviewed Peer reviewed
Bishop-Clark, Cathy – Journal of Research on Computing in Education, 1995
Presents a model that suggests the cognitive style and personality traits that are likely to affect programming stages and empirically investigates 1 portion of that model with 192 college students. Correlations between results from the Group Embedded Figures Test and design and coding tasks are discussed. (LRW)
Descriptors: Cognitive Style, College Students, Comparative Analysis, Computer Science Education
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