Programming: the derivation of algorithms
Programming: the derivation of algorithms
A critical review of the notion of algorithm in computer science
CSC '93 Proceedings of the 1993 ACM conference on Computer science
Cogito, Ergo sum! cognitive processes of students dealing with data structures
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Reducing abstraction level when learning computability theory concepts
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Import and export to/from computing science education: the case of mathematics education research
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Transfer to/from computing science education: the case of science education research
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
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)
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Database frameworks: textbooks vs. student perceptions
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
CS Unplugged and Middle-School Students’ Views, Attitudes, and Intentions Regarding CS
ACM Transactions on Computing Education (TOCE)
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How do we know if our students are beginning to think like computer scientists? In this study we have defined four levels of abstraction in the thinking of computer science students about the concept of algorithm. We constructed a list of questions about algorithms to measure the answering level as an indication for the thinking level. This list was presented to various groups of Bachelor Computer Science students. The mean answering level increased between successive year groups as well as within year groups during the year, mainly from the second to the third level. Little relation was found between answering levels and test results on algorithm oriented courses. The study was inspired by the tradition of mathematics education research.