Karel the robot (2nd ed.): a gentle introduction to the art of programming
Karel the robot (2nd ed.): a gentle introduction to the art of programming
Evaluating the effectiveness of a new instructional approach
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Using image processing projects to teach CS1 topics
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Developing real-world programming assignments for CS1
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
An introduction to object-oriented programming with a didactic microworld: objectKarel
Computers & Education
Weaving CS into CS1: a doubly depth-first approach
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Engaging students in programming fundamentals using alice 2.0
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
Proceedings of the 40th ACM technical symposium on Computer science education
Do LEGO® Mindstorms® motivate students in CS1?
Proceedings of the 40th ACM technical symposium on Computer science education
Education: Alice 3: concrete to abstract
Communications of the ACM - A Blind Person's Interaction with Technology
Communications of the ACM - Scratch Programming for All
Problem presentation in CS1 courses
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Hi-index | 0.00 |
A good deal of research on learning introductory programming have been carried out along the past years based on a generalization to mature individuals of Piaget's theory which states that learning among childrens progresses from concrete to abstract. In this research, we set up two problem domains -- a concrete and an abstract one -- along with specific programming languages and compilers. We experimentally investigated how these domains were used by two groups of undergraduate students without previous programming knowledge. Results suggest that the type of domain (either concrete or abstract), when taken in and on itself, does not affect the learning of introductory programming. On the other hand, the previous knowledge students have about the domain does influence learning.