Cognitive strategies and looping constructs: an empirical study
Communications of the ACM
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
Factors in novice programmers' poor tracing skills
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Jeliot 3 in a Demanding Educational Setting
Electronic Notes in Theoretical Computer Science (ENTCS)
Relationships between reading, tracing and writing skills in introductory programming
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Preprogramming knowledge: a major source of misconceptions in novice programmers
Human-Computer Interaction
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
Simulating student programmers
IJCAI'89 Proceedings of the 11th international joint conference on Artificial intelligence - Volume 1
UUhistle: a software tool for visual program simulation
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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Novice programmers' understanding of conditional and loop constructs are often incomplete. They seem to understand a single conditional or single loop, but fail to understand the combination of them. We propose a method for finding misconceptions underlying this failure. We first developed a tracing quiz set to locate the exact points at which students will fail. Second, we identified some misconceptions from experiments on five courses. Third, to use and validate these misconceptions, we developed an interactive test system which showed the correct answers to the students and requested them to describe their explanations. The experiments showed that some misconceptions affected the overall performance of the students.