Karel the Robot: A Gentle Introduction to the Art of Programming
Karel the Robot: A Gentle Introduction to the Art of Programming
A one-year introductory course for computer science undergraduate program
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
Teaching problem solving in an introductory computer science class
SIGCSE '81 Proceedings of the twelfth SIGCSE technical symposium on Computer science education
Integration of design and programming methodology into beginning computer science courses
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
Computer science in the Air Force Academy core curriculum
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
A study of the first course in computers
SIGCSE '78 Proceedings of the ninth SIGCSE technical symposium on Computer science education
Separation of introductory programming and language instruction
SIGCSE '73 Proceedings of the third SIGCSE technical symposium on Computer science education
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
AIDE: an automated tool for teaching design in an introductory programming course
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
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In 1973, a great amount of frustration was being vented about student inability to formulate and solve problems on a computer; at that time, a suggestion was made to separate problem solving from programming—to make problem solving language independent [1]. This approach was acknowledged in 1978 as one of four common methods of teaching college-level introductory computer science [2]. Finally, in 1981 and 1982, this method, or a variant of it, was widely proclaimed [3] [4] [5]. We adopted this approach of instruction in our introductory course in 1977 and the results have been less than spectacular. We don't make this point to discredit the approach; its existence has made manifest the necessity of teaching problem solving in an introductory course. Rather, we believe that the added teaching of a separate problem solving methodology is not by itself sufficient.