Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
The Psychological Study of Programming
ACM Computing Surveys (CSUR)
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Problems encountered by novice pair programmers
Proceedings of the third international workshop on Computing education research
Problems encountered by novice pair programmers
Journal on Educational Resources in Computing (JERIC)
Debugging assistance for novices: a video repository
Working group reports on ITiCSE on Innovation and technology in computer science education
ACM SIGCSE Bulletin
Reviewing CS1 exam question content
Proceedings of the 42nd ACM technical symposium on Computer science education
An introduction to program comprehension for computer science educators
Proceedings of the 2010 ITiCSE working group reports
CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory
Proceedings of the seventh international workshop on Computing education research
Learning web development: challenges at an earlier stage of computing education
Proceedings of the seventh international workshop on Computing education research
A prototype structured but low-viscosity editor for novice programmers
BCS-HCI '12 Proceedings of the 26th Annual BCS Interaction Specialist Group Conference on People and Computers
The gap between knowledge and ability
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Evaluating student understanding of core concepts in computer architecture
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Identifying challenging CS1 concepts in a large problem dataset
Proceedings of the 45th ACM technical symposium on Computer science education
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In this paper we describe an ongoing study of novice programmers in an introductory programming course. Building on previously published results from the study we explore the distributions of different kinds of language related (rather than general or design related) problems over the sequence of laboratory exercises in the course. Data collected from student cohorts in 2003 and 2004 are compared, and the consistency of the effects observed gives us considerably confidence in the reliability and validity of the mechanisms of the study. While great care must be taken in the interpretation of the problem distributions, we suggest that they are useful for diagnosing aspects of course design and delivery, and that they may contribute to our general understanding of the process of teaching and learning a first programming language.