A cognitive model for structuring an introductory programming curriculum

Authors:
Charles B. Kreitzberg;Len Swanson
Affiliations:
City University of New York, New York, New York and Educational Testing Service, Princeton, New Jersey;EDUCOM, Princeton, New Jersey
Venue:
AFIPS '74 Proceedings of the May 6-10, 1974, national computer conference and exposition
Year:
1974

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Abstract

From its inception the electronic digital computer has been involved in education, although its role has been the subject of some debate. Academically, the computer has been used as a device for conducting or augmenting instruction, as a calculating device adjunctive to courses in engineering and the sciences, and most recently as an object for study in its own right. Increasing attention is now being focused on undergraduate training in computer use, partly as a result of the recommendation of the President's Science Advisory Committee that computing education be provided to all college undergraduates. We can expect that the number of students who undertake incidental study of programming as a part of their undergraduate curricula will continue to increase rapidly.