Programming: the derivation of algorithms
Programming: the derivation of algorithms
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
Exploring students' understanding of the concept of algorithm: levels of abstraction
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Is it really an algorithm: the need for explicit discourse
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
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In a former, mainly quantitative, study we defined four levels of abstraction in Computer Science students' thinking 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. The answering level generally increased between successive year groups of Bachelor students as well as within year groups during the year, mainly from the second to the third level. The reliability of the instrument appeared to be good, but the validity remained unclear. In this current study, more qualitative methods are used to investigate the validity; the results indicate that the validity is good too. The study uses a theoretical perspective from Mathematics Education research and points at the fruitfulness of combining quantitative methods with qualitative methods.