CSI closed lab vs. open lab experiment
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Yet, more Web exercises for learning C++
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Where Do I Begin? A Problem Solving Approach in teaching Functional Programming
PLILP '97 Proceedings of the9th International Symposium on Programming Languages: Implementations, Logics, and Programs: Including a Special Trach on Declarative Programming Languages in Education
Using lab exams to ensure programming practice in an introductory programming course
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Experimentation in the computer programming lab
Working group reports from ITiCSE on Innovation and technology in computer science education
IRONCODE: think-twice, code-once programming
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Revealing the programming process
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Using pseudocode to teach problem solving
Journal of Computing Sciences in Colleges
| Hi-index | 0.00 |
To teach students problem solving effectively it is important to guide them properly through the process of problem solving. Most of the programming lab exercises lack emphasis on practicing the process of problem solving. Based on our experience, we have suggested a guideline to design lab exercises. In which we emphasize on defining detailed steps to guide students through the process of problem solving. We have proven through experiments that lab exercises designed with guidelines provided to solve the problem are very effective way of teaching problem solving skills.