Name
Abstract | ||
|---|---|---|
In this research work in progress paper, we discuss the possible benefits of separating syntax practice from problem-solving learning in an Introductory Computer Programming course. We propose a curriculum and associated development tool called Phanon that teach the rudiments of programming language through exercises done online outside of class. Having students complete exercises before class frees up classroom time and instructor face time for the higher-order learning tasks of problem decomposition and solving. We report results from a pilot study that are consistent with our hypothesis that these techniques result in improved student outcomes and attitudes and we discuss a future follow-up study. |
Year | DOI | Venue |
|---|---|---|
2018 | 10.1109/FIE.2018.8658852 | Frontiers in Education Conference |
Keywords | Field | DocType |
computer science,programming,education | Engineering management,Work in process,Sociology,Curriculum,Mathematics education,Syntax,Programming profession,Computer programming | Conference |
ISSN | Citations | PageRank |
0190-5848 | 0 | 0.34 |
References | Authors | |
0 | 6 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| John Edwards | 1 | 10 | 2.88 |
| Erika K. Fulton | 2 | 0 | 0.34 |
| Jonathan D. Holmes | 3 | 0 | 0.34 |
| Joseph L. Valentin | 4 | 0 | 0.34 |
| David V. Beard | 5 | 47 | 10.82 |
| Kevin R. Parker | 6 | 33 | 8.58 |