A review of Australasian investigations into problem solving and the novice programmer

de Raadt, Michael (2007) A review of Australasian investigations into problem solving and the novice programmer. Computer Science Education, 17 (3). pp. 201-213. ISSN 1744-5175

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Abstract

This Australasian focused review compares a number of recent studies that have identified difficulties encountered by novices while learning programming and problem solving. These studies have shown that novices are not performing at expected levels and many novices have only a fragile knowledge of programming, which may prevent them from learning and applying problem solving strategies. The review goes on to explore proposals for explicitly incorporating problem solving strategy instruction into introductory programming curricula and assessment, in an attempt to produce improved learning outcomes for novices. Finally, directions suggested by the reviewed studies are gathered and some unanswered questions are raised.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Deposited according to Publisher's requirements.
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013)
Date Deposited:	09 Mar 2008 05:38
Last Modified:	02 Jul 2013 22:49
Fields of Research (2008):	08 Information and Computing Sciences > 0806 Information Systems > 080603 Conceptual Modelling 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Fields of Research (2020):	46 INFORMATION AND COMPUTING SCIENCES > 4609 Information systems > 460903 Information modelling, management and ontologies 39 EDUCATION > 3903 Education systems > 390303 Higher education 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Identification Number or DOI:	https://doi.org/10.1080/08993400701538104
URI:	http://eprints.usq.edu.au/id/eprint/3137

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