Teaching programming strategies explicitly to novice programmers: can the way we teach strategies improve novice outcomes?

de Raadt, Michael (2009) Teaching programming strategies explicitly to novice programmers: can the way we teach strategies improve novice outcomes? VDM Verlag Dr Muller, Sasrbrucken, Germany. ISBN 978-3-639-16692-7

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Abstract

The traditional approach to training novice programmers has been to provide explicit instruction in a programming language and its features, but to rely on implicit instruction of programming strategies (the means of solving programming problems). Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach. It was proposed that programming strategies should be made explicit in the instruction and assessment of novice programmers. A series of experiments was conducted that focused on explicitly teaching specific programming strategies to novice programmers. These experiments demonstrated that explicit incorporation may improve outcomes for novices and potentially improve the potential of expert programmers in future.


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Item Type: Book (Commonwealth Reporting Category A)
Refereed: No
Item Status: Live Archive
Additional Information: Copyright 2009 by the author and VDM Verlag Dr Muller. Print copy held in USQ Library at call no. 005.711 Der.
Depositing User: Mr Michael de Raadt
Faculty / Department / School: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 28 Sep 2009 03:09
Last Modified: 14 Oct 2014 00:54
Fields of Research (FOR2008): 08 Information and Computing Sciences > 0899 Other Information and Computing Sciences > 089999 Information and Computing Sciences not elsewhere classified
08 Information and Computing Sciences > 0803 Computer Software > 080308 Programming Languages
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/5733

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