Browse by author
Lookup NU author(s): Dr Marie Devlin
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Three decades of active research on the teaching of introductory programming has had limited effect on classroom practice. Although relevant research exists across several disciplines including education and cognitive science, disciplinary differences have made this material inaccessible to many computing educators. Furthermore, computer science instructors have not had access to a comprehensive survey of research in this area. This paper collects and classifies this literature, identifies important work and mediates it to computing educators and professional bodies. We identify research that gives well-supported advice to computing academics teaching introductory programming. Limitations and areas of incomplete coverage of existing research efforts are also identified. The analysis applies publication and research quality metrics developed by a previous ITiCSE working group [74].
Author(s): Pears A, Seidman S, Malmi L, Mannila L, Adams E, Bennedsen J, Devlin M, Paterson J
Publication type: Article
Publication status: Published
Journal: Inroads - SIGCSE Bulletin
Year: 2007
Volume: 39
Issue: 4
Pages: 204-223
Online publication date: 01/12/2007
ISSN (print): 2153-2184
ISSN (electronic): 2153-2192
Publisher: Association for Computing Machinery
URL: https://doi.org/10.1145/1345443.1345441
DOI: 10.1145/1345443.1345441
Notes: ITiCSE 2007 Working Group Reports.
Altmetrics provided by Altmetric
