Incorporating programming strategies explicitly into curricula

de Raadt, Michael and Toleman, Mark ORCID: https://orcid.org/0000-0002-0535-8103 and Watson, Richard (2008) Incorporating programming strategies explicitly into curricula. In: 7th Baltic Sea Conference on Computing Education Research (Koli Calling 2007), 15-18 Nov 2007, Koli National Park, Finland.

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Abstract

[Abstract]: An experiment was conducted to test a curriculum that explicitly incorporated programming strategies in lectures, written course materials, exercises and assessment. A control curriculum was also established to allow for comparison and isolation of effects. The two curricula were delivered to two groups of volunteer students who had no previous programming experience. The experimental group showed understanding and application of programming strategies, used the vocabulary plans in interviews and showed greater confidence in their solutions to problems. This suggested that explicit incorporation of programming strategies into an introductory programming curriculum has the potential to improve outcomes for novice programmers.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Historic - Faculty of Business - School of Information Systems (1 Apr 2007 - 31 Dec 2010)
Faculty/School / Institute/Centre:	Historic - Faculty of Business - School of Information Systems (1 Apr 2007 - 31 Dec 2010)
Date Deposited:	21 Apr 2008 02:28
Last Modified:	25 Aug 2014 05:06
Uncontrolled Keywords:	introductory programming, curriculum, programming strategies
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified 08 Information and Computing Sciences > 0803 Computer Software > 080308 Programming Languages 08 Information and Computing Sciences > 0803 Computer Software > 080309 Software Engineering
URI:	http://eprints.usq.edu.au/id/eprint/4079

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