Learning to program = learning to construct mechanisms and explanations
Communications of the ACM
The architecture of mind: a connectionist approach
Foundations of cognitive science
Toward a first course based on object-oriented patterns
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Incorporating problem-solving patterns in CS1
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Design patterns: an essential component of CS curricula
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Programming patterns and design patterns in the introductory computer science course
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Patterns in learning to program: an experiment?
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
(An almost) pedagogical pattern for pattern-based problem-solving instruction
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Identifying novice difficulties in object oriented design
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
A cognitive approach to identifying measurable milestones for programming skill acquisition
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Pattern-oriented instruction and its influence on problem decomposition and solution construction
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
From Limen to Lumen: computing students in liminal spaces
Proceedings of the third international workshop on Computing education research
Journal on Educational Resources in Computing (JERIC)
Classifying computing education papers: process and results
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
On the role of senses in education
Computers & Education
Multi-facet Problem Comprehension: Utilizing an Algorithmic Idea in Different Contexts
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
A Tool for Automatic Code Generation from Schemas
ICCS 2009 Proceedings of the 9th International Conference on Computational Science
Learning styles: novices decide
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Didactics of Introduction to Computer Science in High School
ISSEP '10 Proceedings of the 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Teaching Fundamentals Concepts of Informatics
UMM: a maturity model for UI-pattern languages
Proceedings of the 12th Annual Conference of the New Zealand Chapter of the ACM Special Interest Group on Computer-Human Interaction
Integrating the teaching of algorithmic patterns into computer science teacher preparation programs
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Developing solutions to recurring algorithmic and design problems in various contexts constitutes a fundamental part of computer science (CS) and software engineering. A main principle in software development is the transfer of solutions from previously solved problems to novel ones. The ability to abstract similarities and apply previous productive experiences to new situations relates to analogical reasoning - one of the most important problem-solving heuristics.However, some of the major difficulties that CS students encounter with algorithmic problem-solving involve poor analogical reasoning skills. This paper describes a Pattern-Oriented-Instruction (POI) approach to a computer science fundamentals course. The main principles governing the POI approach lie in defining Algorithmic Patterns - solutions to basic algorithmic problems - and in organizing course problem-solving activities around them. The POI approach is grounded in cognitive theories that deal with an individual's knowledge organization in memory. The knowledge structure is assumed to have implications with regard to problem-solving performance. The aim of our research is to explore how a course designed according to the POI approach affects students' analogical reasoning when they analyze an algorithmic problem and design a solution.