The “procedures early” approach in CS 1: a heresy
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Characteristics of the mental representations of novice and expert programmers: an empirical study
International Journal of Man-Machine Studies
Centralized mindset: a student problem with object-oriented programming
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
CS1: what should we be teaching?
ITiCSE-WGR '99 Working group reports from ITiCSE on Innovation and technology in computer science education
Factors affecting performance in first-year computing
ACM SIGCSE Bulletin
Constructivism in computer science education
Journal of Computers in Mathematics and Science Teaching
Difficulties in Learning and Teaching Programming—Views of Students and Tutors
Education and Information Technologies
What should we teach in an introductory programming course?
SIGCSE '74 Proceedings of the fourth SIGCSE technical symposium on Computer science education
Components-first approaches to CS1/CS2: principles and practice
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Frameworks: putting design patterns into perspective
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Interacting factors that predict success and failure in a CS1 course
Working group reports from ITiCSE on Innovation and technology in computer science education
On understanding the statics and dynamics of object-oriented programs
Proceedings of the 36th SIGCSE technical symposium on Computer science education
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
From objects-first to design-first with multimedia and intelligent tutoring
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Mixed methods: positivists are from Mars, constructivists are from Venus
ACM SIGCSE Bulletin
ACM SIGCSE Bulletin
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the third international workshop on Computing education research
Journal on Educational Resources in Computing (JERIC)
Sharing introductory programming curriculum across disciplines
Proceedings of the 8th ACM SIGITE conference on Information technology education
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
What makes CS teachers change?: factors influencing CS teachers' adoption of curriculum innovations
Proceedings of the 40th ACM technical symposium on Computer science education
Coverage of course topics in a student generated MCQ repository
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Virtually there: emerging designs for STEM teaching and learning in immersive online 3D microworlds
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Object-Oriented Modeling of Object-Oriented Concepts
ISSEP '10 Proceedings of the 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Teaching Fundamentals Concepts of Informatics
BlueJ Visual Debugger for Learning the Execution of Object-Oriented Programs?
ACM Transactions on Computing Education (TOCE)
Developing verification-driven learning cases
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Have we missed something?: identifying missing types of research in computing education
Proceedings of the Sixth international workshop on Computing education research
Reflections on threshold concepts in computer programming and beyond
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
A snapshot of current practices in teaching the introductory programming sequence
Proceedings of the 42nd ACM technical symposium on Computer science education
Reviewing CS1 exam question content
Proceedings of the 42nd ACM technical symposium on Computer science education
Exploring programming assessment instruments: a classification scheme for examination questions
Proceedings of the seventh international workshop on Computing education research
A Motivation Guided Holistic Rehabilitation of the First Programming Course
ACM Transactions on Computing Education (TOCE)
Stepping up to integrative questions on CS1 exams
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Learning to program through use of code verification
Journal of Computing Sciences in Colleges
Uses of peer assessment in database teaching and learning
BNCOD'10 Proceedings of the 27th British national conference on Data Security and Security Data
Can computing academics assess the difficulty of programming examination questions?
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
What does "objects-first" mean?: An international study of teachers' perceptions of objects-first
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Evaluating student understanding of core concepts in computer architecture
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Promoting computational thinking with programming
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
Notional machines and introductory programming education
ACM Transactions on Computing Education (TOCE)
Introductory programming: examining the exams
ACE '12 Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123
A Review of Generic Program Visualization Systems for Introductory Programming Education
ACM Transactions on Computing Education (TOCE)
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
Identifying challenging CS1 concepts in a large problem dataset
Proceedings of the 45th ACM technical symposium on Computer science education
What makes big-O analysis difficult: understanding how students understand runtime analysis
Journal of Computing Sciences in Colleges
Hi-index | 0.00 |
In this article, we try to create a general, worldwide picture of teachers' opinion about what should be taught in introductory programming courses. We focus on the debate about restructuring CS1. The study explores what teachers believe is important to teach, what they actually teach, and what students find most difficult (according to their teachers). what is the general approach to teaching (programming language, IDE, object-orientation or not, type of institution), what topics are taught, and what role do the areas that novices find difficult play in introductory programming course.In addition, we explore how these specific topics fit into a larger conceptual classification: Earlier studies of topics taught in introductory programming focuses only on one dimension of a given topic - either relevance or difficulty. In this study, we evaluate each topic regarding three dimensions: relevance, difficulty and the cognitive level (according to Bloom's taxonomy). This allows giving a more faceted picture of teachers' beliefs in teaching introductory programming courses.Furthermore, we assess the role of findings from the eighties in today's teaching: The need to understand five different areas of programming. Are these areas still in focus; are they relevant, and what is the connection to the topics taught - especially object-oriented (OO) topics?A special focus is given on students' understanding of the execution of a (OO) program; one of the five areas. In order to connect the ideas of a notional machine to OO concepts we present a four levelled competence hierarchy for object-interaction.Teachers assessed the area 'understanding the notional machine' as least important. Despite this, they assessed the herachy of object-interaction - meant as basis for a notional machine for the OO-paradigm - as an important aspect.Although teachers stress the importance of teaching general abstract structures, teaching seems to focus on concrete programming issues. A conclusion for further research on teaching OO programming and concerning the hierarchy of object interaction is that teaching is not only a matter of topics, but also a matter of perspective on teaching the topics.