Studying the language and structure in non-programmers' solutions to programming problems
International Journal of Human-Computer Studies
Working group reports from ITiCSE on Innovation and technology in computer science education
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
Strategies that students use to trace code: an analysis based in grounded theory
Proceedings of the first international workshop on Computing education research
What do teachers teach in introductory programming?
Proceedings of the second international workshop on Computing education research
Journal on Educational Resources in Computing (JERIC)
Education: Paving the way for computational thinking
Communications of the ACM - Designing games with a purpose
Relationships between reading, tracing and writing skills in introductory programming
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
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
(Re)defining computing curricula by (re)defining computing
ACM SIGCSE Bulletin
Comparative paradigms in the examination of software production
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
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The term computational thinking has received some discussion in the field of computer science education research. The term is defined as the concept of thinking about problems in a way that can be implemented in a computing device. Of course, after having thought about a problem using computational thinking skills, the next step should be to use programming skills to implement the solution. This work in progress is exploring ways in which programming can be employed as a tool to teach computational thinking and problem solving. Data is collected from teachers, academics, and professionals from various industries. They are purposively selected because of their knowledge of or interest in the topics of problem solving, computational thinking, and the teaching of programming. This data is analyzed within the paradigm of the grounded theory approach. The results of an initial analysis imply an ordering of complexity associated with computational thinking skills, imply connections between computational thinking skills and programming activities, and imply a relationship between computational thinking skills and other taxonomies of learning.