Action research as a tool for promoting teacher awareness of students' conceptual understanding
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Why complicate things?: introducing programming in high school using Python
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Program working storage: a beginner's model
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Reductive thinking in a quantitative perspective: the case of the algorithm course
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Reduction in CS: A (Mostly) Quantitative Analysis of Reductive Solutions to Algorithmic Problems
Journal on Educational Resources in Computing (JERIC)
ISSEP'05 Proceedings of the 2005 Informatics in Secondary Schools - Evolution and Perspectives international conference on From Computer Literacy to Informatics Fundamentals
Teaching computing in secondary schools in a dynamic world: challenges and directions
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
Physics-based 3D game design as a first course in computing
Journal of Computing Sciences in Colleges
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In this paper we implement and evaluate of a unique instructional method for teaching basic concepts in computer science. This method is based on introducing a new concept through activating "black boxes" that demonstrate the properties of the concept and its role in the computing process. We used the "black box"-based instructional method to teach basic concepts of computation to novice high-school students. Later we conducted research aimed at assessing the effectiveness of this method on novice students' perceptions of basic concepts in computation. Research results indicated that students who learned according to the "black box"-based approach gained a better understanding of the basic computational model, compared to students who learned according to the traditional "zipper" approach.