J
Jens Bennedsen
Researcher at Aarhus University
Publications - 58
Citations - 2289
Jens Bennedsen is an academic researcher from Aarhus University. The author has contributed to research in topics: CDIO & Engineering education. The author has an hindex of 20, co-authored 58 publications receiving 2097 citations. Previous affiliations of Jens Bennedsen include University College West.
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Journal ArticleDOI
Failure rates in introductory programming
TL;DR: A survey among institutions around the world regarding failure rates in introductory programming courses and the design of the survey and the results are described.
Journal ArticleDOI
A survey of literature on the teaching of introductory programming
Arnold Pears,Stephen B. Seidman,Lauri Malmi,Linda Mannila,Elizabeth S. Adams,Jens Bennedsen,Marie Devlin,James H. Paterson +7 more
TL;DR: This paper collects and classifies research that gives well-supported advice to computing academics teaching introductory programming, and identifies important work that mediates it to computing educators and professional bodies.
Proceedings ArticleDOI
What do teachers teach in introductory programming
Carsten Schulte,Jens Bennedsen +1 more
TL;DR: A general, worldwide picture of teachers' opinion about what should be taught in introductory programming courses is created and it is found that teaching is not only a matter of topics, but also a Matter of perspective on teaching the topics.
Proceedings ArticleDOI
Instructional design of a programming course: a learning theoretic approach
TL;DR: It is argued how an introductory object-oriented programming course is designed according to results of cognitive science and educational psychology and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are worked examples, scaffolding, faded guidance, cognitive apprenticeship, and emphasis of patterns to aid schema creation and improve learning.
Journal ArticleDOI
Abstraction ability as an indicator of success for learning object-oriented programming?
TL;DR: Surprisingly, this study shows that there is no correlation between stage of cognitive development (abstraction ability) and final grade in CS1 (programming ability).