Conquering fundamental programming concepts that subtly affect program behavior is a challenge for Computer Science (CS) students. Learning parameter passing, aliasing, scope, and references, how they work and being a...
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ISBN:
(纸本)9798400706004
Conquering fundamental programming concepts that subtly affect program behavior is a challenge for Computer Science (CS) students. Learning parameter passing, aliasing, scope, and references, how they work and being able to reason about them, is crucial for CS students. In this qualitative study we explore how these concepts are taught from the perspective of Teaching Assistants (TAs). Using phenomenographic analysis we find several areas that could be improved regarding the activities and assessments that students are exposed to during their studies. These findings include issues with consistent grading, the training of TAs, the support structures offered to TAs, and variations in the perceived focus on these concepts. Finally, our results highlight a need to explore how proficient TAs are with these concepts.
knowledge Lost revisits Paul Hazard's history of the crisis of European consciousness, Reinhardt Kosseleck's reign of criticism and Jonathan Israel's history of radical philosophies. But it does not start ...
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knowledge Lost revisits Paul Hazard's history of the crisis of European consciousness, Reinhardt Kosseleck's reign of criticism and Jonathan Israel's history of radical philosophies. But it does not start from a conceptual, doctrinal or religious approach to scholarly dissidence in Europe during the reign of Louis XIV. It aims to provide a material history of the intellectual techniques used by these marginal scholars to establish their criticisms. The article emphasises two ways of decentring the perspective: the study of weak knowledge instead of the strong knowledge of absolutist culture;and the insistence on mobility and the culture of travel that placed these scholars at a distance from central power.
Identifying the cause of a problem is often much more difficult than identifying the problem. The ITiCSE 2004 working group, led by Raymond Lister, conducted a study following up on the McCracken group's finding t...
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ISBN:
(纸本)9781450363013
Identifying the cause of a problem is often much more difficult than identifying the problem. The ITiCSE 2004 working group, led by Raymond Lister, conducted a study following up on the McCracken group's finding that many novices struggled with presumedly easy coding tasks. Rather than a test of coding, Lister et al.'s participants completed multiple-choice questions to ascertain their level conceptual understanding of coding constructs. Lister and team reported that participants understood programming concepts yet lacked the consistent apply that knowledge to trace code. This paper revisits the analysis of two of twelve questions to reinterpret their data using dual process theory to explain novice inconsistencies better. Dual process theory describes cognition as two mechanisms: slow, focused, rational thinking versus quick, automatic, and effortless responses. The results suggest dual process theory changes the epistemological meaning of what is to 'know' how to program. Mature programmers utilize more than just knowledge of concepts, but also require speed and intuition obtained through practice. Dual process theory provides a new lens for assessing novice maturity and pedagogy in programming.
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