Impact of alternative introductory courses on programming concept understanding

  • Authors:

  • Allison Elliott Tew;W. Michael McCracken;Mark Guzdial

  • Affiliations:

  • Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA

  • Venue:
  • Proceedings of the first international workshop on Computing education research
  • Year:
  • 2005

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Abstract

Computer science has long debated what to teach in the introductory course of the discipline, and leaders in our field have argued that the introductory course approach is critical to student development. We investigated the impact of alternative approaches to introductory computing by considering the questions of what students bring to their second class in computing and how the outcomes differ depending on the students' alternative first course. Our study showed significant differences in understanding of introductory concepts, such as iteration, conditionals, and arrays, at the beginning of the second course. However, by the end of the second course their understanding had converged.