The definition of Standard ML
The C programming language
The C++ programming language (2nd ed.)
The C++ programming language (2nd ed.)
Systems programming with Modula-3
Systems programming with Modula-3
Java Language Specification, Second Edition: The Java Series
Java Language Specification, Second Edition: The Java Series
The Java Programming Language
PASCAL user manual and report
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Concepts of Programming Languages
Concepts of Programming Languages
Student culture vs group work in computer science
Proceedings of the 35th SIGCSE technical symposium on Computer science education
PL-detective: a system for teaching programming language concepts
Proceedings of the 35th SIGCSE technical symposium on Computer science education
PL-detective: experiences and results
Proceedings of the 36th SIGCSE technical symposium on Computer science education
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The educational literature recognizes that people go through a number of stages in their intellectual development. During the first stage, called received knowledge or dualism, people expect knowledge to be handed to them by authority figures (thus “received”) and think in terms of black and white (thus “dualism”). Our experience indicates that many computer science students are at this first stage of learning. To help students move beyond this stage, we describe a system and strategy, the PL-Detective, to be used in a Concepts of Programming Languages course. Assignments using this system directly confront students with the notion that they can create knowledge via interactions with the PL-Detective and that discussion with students (rather than asking the instructor) is an effective way of learning how to reason. We present experimental results that show that the PL-Detective is effective in helping students move beyond the stage of received knowledge.