Journal•ISSN: 0899-3408
Computer Science Education
Taylor & Francis
About: Computer Science Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Software development & Context (language use). It has an ISSN identifier of 0899-3408. Over the lifetime, 628 publications have been published receiving 15676 citations.
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TL;DR: This paper identifies general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and object-oriented versus procedural programming and topics relating to novice teaching and learning.
Abstract: In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and object-oriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the review is on novice programming and topics relating to novice teaching and learning. Various problems experienced by novices are identified, including issues relating to basic program design, to algorithmic complexity in certain language features, to the “fragility” of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises effective novices? Is it possible to identify the specific deficits of ineffective novices and help them to become effec...
1,381 citations
TL;DR: Several automatic approaches for assessing programming assignments are surveyed by surveying several automatic tools for both static and dynamic assessment of computer programs, to bring forward different assessment techniques and approaches.
Abstract: Practical programming is one of the basic skills pursued in computer science education. On programming courses, the coursework consists of programming assignments that need to be assessed from diff...
501 citations
TL;DR: BlueJ, an integrated development environment designed for teaching object-orientation, is introduced and it is discussed how the use of this tool can change the approach to teaching.
Abstract: Many teachers experience serious problems when teaching object orientation to beginners or professionals. Many of these problems could be overcome or reduced through the use of more appropriate tools. In this paper, we introduce BlueJ, an integrated development environment designed for teaching object orientation, and discuss how the use of this tool can change the approach to teaching.
492 citations
TL;DR: Empirical investigations revealed that students in both studies achieved substantial learning gains in algorithmic thinking skills, were able to transfer their learning from Scratch to a text-based programming context, and achieved significant growth toward a more mature understanding of computing as a discipline.
Abstract: The focus of this research was to create and test an introductory computer science course for middle school. Titled “Foundations for Advancing Computational Thinking” (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford’s OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of “deeper learning”; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and “systems of assessments” (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students’ deeper computational learning. Empirical investigations, accomplished over t...
279 citations
TL;DR: Learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency.
Abstract: Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two years. Tests were constructed based upon a novel combination of the revised Bloom taxonomy and the Structure of the Observed Learning Outcome taxonomy. These instruments were augmented with qualitative tools, such as observations and interviews. The results showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency. We believe that these problems can be overcome by modifications to the teaching process that we suggest.
279 citations