Communications of the ACM
The case for case studies of programming problems
Communications of the ACM
Abstract data types: specifications, implementations, and applications
Abstract data types: specifications, implementations, and applications
A new emphasis & pedagogy for a CS1 course
ACM SIGCSE Bulletin
Design patterns for data structures
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Teaching recursion in a procedural environment—how much should we emphasize the computing model?
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
The abstraction-first approach to data abstraction and algorithms
Computers & Education
CS1: what should we be teaching?
ITiCSE-WGR '99 Working group reports from ITiCSE on Innovation and technology in computer science education
Do we really teach abstraction?
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Problems in comprehending recursion and suggested solutions
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Teaching abstraction explicitly (poster session)
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Foundations of Computer Science
Foundations of Computer Science
Frames and boxes: a pattern-based method for manipulating binary trees
ACM SIGCSE Bulletin
Curriculum and Course Syllabi for a High-School Program in Computer Science
Curriculum and Course Syllabi for a High-School Program in Computer Science
Is it really an algorithm: the need for explicit discourse
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Pattern-oriented instruction and its influence on problem decomposition and solution construction
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Teaching abstraction in introductory courses
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
The effect of previous programming experience on the learning of scenario-based programming
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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During the last decade a new computer science curriculum has been taught in Israeli high schools. This curriculum introduces CS concepts and problem-solving methods independently of specific computers and programming languages, along with the practical implementation of those concepts and methods encountered in actual programming languages. The advanced study unit of the curriculum, Software Design, introduces the students to various aspects of software systems design through the use of abstract data types (ADTs). One main goal of the unit is to develop abstract thinking skills and problem-solving abilities. More specifically, the unit presents principles such as procedural abstraction, data abstraction, information hiding, modularity, efficiency, and reuse of code.We present the results of a preliminary study whose aim was to assess students' attitudes regarding procedural abstraction. The research population consisted of high-school students who attended the Software Design course (beginners), and a control group of undergraduate CS students (advanced). The results of the study clearly indicated a significant difference between the attitudes of the two groups. We found that the advanced students preferred algorithms that were formulated to some extent with high-level abstraction; however, they encountered a cognitive barrier when dealing with algorithms that they had evaluated as too abstract for them. However, beginners felt more comfortable with algorithms with low-level abstraction. Nevertheless they showed open-mindedness toward some degree of procedural abstraction. The results of the study were used to design scaffolding problem-solving tools for algorithm development, utilizing procedural abstraction techniques that can be adapted to various student populations (Haberman, B. (2002) SIGCSE Bulletin, 34(4), 60–64).