A survey of methods used to evaluate computer science teaching
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Guidelines for teaching object orientation with Java
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Mini-languages: a way to learn programming principles
Education and Information Technologies
Introductory programming, criterion-referencing, and bloom
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Methodology first and language second: a way to teach object-oriented programming
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
Redesigning introductory computer programming with HTML, JavaScript, and Java
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Learning to program, learning to teach progamming: pre- and in-service teachers' experiences of an object-oriented programming language
The learning context: Influence on learning to program
Computers & Education
Using video to explore programming thinking among undergraduate students
Journal of Computing Sciences in Colleges
Experiences of prospective high school teachers using a programming teaching tool
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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This paper presents the results of an investigation into the various ways in which pre-service and in-service teachers experience learning to program in an object-oriented language. Both groups of teachers were enrolled in university courses. In most cases, the pre-service teachers were learning to program for the first time, while the in-service teachers had previously programmed using a procedural programming language. Phenomenography was used to identify categories of description of learning to program. From these categories an outcome space was created that shows the relationship between different experiences of learning to program. The outcome space can be represented as circles inscribed within one another, where the innermost circle represents a lower level of cognitive accomplishment and the outer circles subsume the inner circles. The five levels of the outcome space are: meeting the requirements, learning the syntax/learning by comparison, understanding and assimilating, problem solving and programming in the large. Implications of the findings for teaching are discussed.