Communications of the ACM
Software engineering (3rd ed.): a practitioner's approach
Software engineering (3rd ed.): a practitioner's approach
New directions in the introductory computer science curriculum
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Undergraduate computer science education: a new curriculum philosophy & overview
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
A software engineering “frosting” on a traditional CS-1 course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
High-School Students' Attitudes Regarding Procedural Abstraction
Education and Information Technologies
Can we teach algorithm development skills?
Proceedings of the 50th Annual Southeast Regional Conference
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A CS1 course introduces students to fundamental aspects of computing science. Invariably, these aspects are ones of content (subject matter). There is an alternative, and arguably more beneficial, role for a CS1 course - it could introduce the fundamental processes and concepts which pervade all computing science content domains, and which have but different instantiations in the different domains. This article considers the identification of these aspects, and suggests a pedagogy suitable for their emphasis. This pedagogy is applied to a traditional CS1 programming-content domain, resulting in a proposal for a new CS1 curriculum.