Gender and programming: what's going on?
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Students' alternative standards for correctness
Proceedings of the first international workshop on Computing education research
What does it take to learn 'programming thinking'?
Proceedings of the first international workshop on Computing education research
Learning educational research methods through collaborative research: the PhICER initiative
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Students' understandings of storing objects
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
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Many Computer Science and Engineering curricula contain core modules on computer programming and programming languages. An increasing number of institutions choose to introduce undergraduates to programming through object oriented languages. As part of a longitudinal phenomenographic study we have set out to investigate the understanding of programming concepts that first year undergraduate students have when learning to program and think in the object oriented paradigm.The conceptions that students have developed on what learning to program really means and their perception of program correctness are explored; providing an insight into the levels of abstraction and complexity of the learners' understanding. Our findings suggest that the way students experience learning to program is related to their perception of what constitutes program correctness.