Requirements for a first year object-oriented teaching language
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
CS educational research: a meta-analysis of SIGCSE technical symposium proceedings
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Computer Science Education Research
Computer Science Education Research
Resolved: objects early has failed
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Novice Java programmers' conceptions of "object" and "class", and variation theory
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Impact of alternative introductory courses on programming concept understanding
Proceedings of the first international workshop on Computing education research
Students' alternative standards for correctness
Proceedings of the first international workshop on Computing education research
Qualitative research projects in computing education research: an overview
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Why complicate things?: introducing programming in high school using Python
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Research perspectives on the objects-early debate
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Engagement and frustration in programming projects
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Investigating the viability of mental models held by novice programmers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Differing ways that computing academics understand teaching
ACE '07 Proceedings of the ninth Australasian conference on Computing education - Volume 66
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
A principled approach to teaching OO first
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Classifying computing education papers: process and results
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
In-service teachers learning of a new paradigm: a case study
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
A focus group study of student attitudes to lectures
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
What does "objects-first" mean?: An international study of teachers' perceptions of objects-first
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Koli Calling comes of age: an analysis
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Debating the OO debate: where is the problem?
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
What's the problem?: teachers' experience of student learning successes and failures
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Language considerations in the first year CS curriculum
Journal of Computing Sciences in Colleges
Making teaching of programming learning-oriented and learner-directed
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Practical Problem-Based Learning in Computing Education
ACM Transactions on Computing Education (TOCE)
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
ACM Transactions on Computing Education (TOCE)
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
Hi-index | 0.00 |
In this paper, we use Kansanen's didactic triangle to structure and analyse research on the teaching and learning of programming. Students, teachers and course content are the three entities that form the corners of the didactic triangle. The edges of the triangle represent the relationships between these three entities. We argue that many computing educators and computing education researchers operate from within narrow views of the didactic triangle. For example, computing educators often teach programming based on how they relate to the computer, and not how the students relate to the computer. We conclude that, while research that focuses on the corners of the didactic triangle is sometimes appropriate, there needs to be more research that focuses on the edges of the triangle, and more research that studies the entire didactic triangle.