Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Solving the CS1/CS2 lab dilemma: students as presenters in CS1/CS2 laboratories
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Introduction to Computing and Programming with Java: A Multimedia Approach
Introduction to Computing and Programming with Java: A Multimedia Approach
A principled approach to teaching OO first
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Proceedings of the 16th Western Canadian Conference on Computing Education
Similarities in CSE and Gemara education
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Many studies have shown that students often face difficulty in applying programming concepts to design a program that solves a given task. To impart better problem solving skills a number of pedagogical approaches have been presented in the literature. However, most of these approaches provide a general strategy of problem solving. But in reality problem solving is a skill that is developed with experience over a period of time. In this paper, we present a pedagogical approach to teach problem solving using think-alouds. In a think-aloud problem solving approach students learn the skill of problem solving by closely observing an 'experienced programmer. We used this approach in a CS2 class and our evaluation results show that think-aloud problem solving is an extremely effective pedagogical technique, particularly for female students.