Analyzing the high frequency bugs in novice programs
Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers
DIDAGRAPH: software for teaching graph theory algorithms
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
What (else) should CS educators know?
Communications of the ACM
Didactics too, not only technology
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
CHI '85 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A system for program visualization and problem-solving path assessment of novice programmers
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Constructivism in computer science education
Journal of Computers in Mathematics and Science Teaching
What they really do?: attempting (once again) to model novice programmers' behavior
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Post's Machine: A Didactic Microworld as an Introduction to Formal Programming
Education and Information Technologies
Experiences of prospective high school teachers using a programming teaching tool
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Preparing teachers for teaching informatics: theoretical considerations and practical implications
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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In Greece, the development of the teaching of Information Technology (IT) in schools has been greatly influenced by the rapid development of technology, making IT literacy a priority for all individuals. Consequently, the teaching of algorithms and programming, with the ulterior motive of teaching modeling as well as problem solving, has been greatly limited in Secondary Education. However, we strongly believe that algorithms and programming constitute an important intellectual tool and should be included in basic education. In any case, both the research literature findings, as well as, our own experience confirm the fact that novice programmers come up against many mental obstacles in their attempts to understand the functioning of programs or the construction of algorithms. In order to deal with these difficulties and successfully teach the elementary concepts of algorithms and programming, we have developed didactic scenarios, which are based on specially designed educational software. In conjunction with this, we are attempting to develop a program for the systematic training of those students who will become IT teachers in Secondary or Primary Education. The most significant findings of our research are summarized as follows: (a) The development of educational software and its experimental use in the teaching process allow us to formulate several general rules related to the specific didactic characteristics, which these environments should include. (b) Educational software is effective only when it is incorporated within the framework of the didactic scenarios that the teacher organizes and which are supported by the software. (c) Teachers do not spontaneously use educational software in the context of this rationale. Therefore, specific training is required so that they adopt and use such software in didactic scenarios.