Novices on the computer: a review of the literature
International Journal of Man-Machine Studies
A formal evaluation of knowledge elicitation techniques for expert systems: domain 1
Proceedings of Expert Systems '87 on Research and Development in Expert Systems IV
Problem domain categories in requirements engineering
International Journal of Human-Computer Studies
Using Card Sorts to Elicit Web Page Quality Attributes
IEEE Software
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Proceedings of the 35th SIGCSE technical symposium on Computer science education
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
A multi-institutional investigation of computer science seniors' knowledge of programming concepts
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Human-Computer Interaction
Commonsense computing: what students know before we teach (episode 1: sorting)
Proceedings of the second international workshop on Computing education research
Proceedings of the third international workshop on Computing education research
Journal on Educational Resources in Computing (JERIC)
The impact of providing project choices in CS1
ACM SIGCSE Bulletin
Classifying computing education papers: process and results
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Helping first year novice programming students PASS
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Efficient egg drop contests: how middle school girls think about algorithmic efficiency
Proceedings of the ninth annual international ACM conference on International computing education research
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Novice programmer knowledge contains a mixture of well-formed, in-transition and muddled conceptual structures. In this paper we describe an analysis of the in-transition and muddled items that are not fully integrated into the novices' cognitive structures. When participants were asked to perform card sorts of programming concepts into categories, 23% of their categories were "ragbags": categories with names such as "don't know," "not sure," or "not applicable"'' that indicate that the students have little or no knowledge of the concepts placed in those categories.In this study, we find that there are distinct differences in the uses of the ragbags. In particular, we find that terms considered more abstract tend to be placed into Don't Know and Not Sure ragbags more often than concrete terms; and students categorized as low performers tend to use Not Sure far more often than high performers but Don't Know and Not Applicable less often. We also find evidence that the meaningfulness of a concept is likely to be related to the vocabulary used in the classroom, suggesting that students may assimilate abstract concepts into their conceptual structures more quickly if one uses the terms more frequently.