Just-in-Time Teaching: Blending Active Learning with Web Technology
Just-in-Time Teaching: Blending Active Learning with Web Technology
A multi-national study of reading and tracing skills in novice programmers
Working group reports from ITiCSE on Innovation and technology in computer science education
Not seeing the forest for the trees: novice programmers and the SOLO taxonomy
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Relationships between reading, tracing and writing skills in introductory programming
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
A closer look at tracing, explaining and code writing skills in the novice programmer
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Code comprehension problems as learning events
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Ability to 'explain in plain english' linked to proficiency in computer-based programming
Proceedings of the ninth annual international conference on International computing education research
On plugging "unplugged" into CS classes
Proceeding of the 44th ACM technical symposium on Computer science education
What are we thinking when we grade programs?
Proceeding of the 44th ACM technical symposium on Computer science education
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
'explain in plain english' questions revisited: data structures problems
Proceedings of the 45th ACM technical symposium on Computer science education
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This paper reports on the replication of a study of novice programmers, looking for relationships between ability to 'explain in plain English' the meaning of a code segment and success in writing code later in the semester. This study explores the question in a different learning environment and qualitatively evaluates 'explain in plain English' responses to identify implications for teaching. Statistical results from this study are similar to those of the earlier work. Results highlight students' fragile knowledge, particularly for students excluded from the primary analyses by a set of screening questions, and suggest the need for assessment and instruction of basic concepts later into the term than instructors are likely to expect.