Dividing Context and Syntax in the Introductory Computer Programming Course
Thad Crews, Jr., Jeff Butterfield, Ray Blankenship
The teaching of computer programming has been a fundamental element of CS and IS curricula for as long as such programs have existed. However, in spite of this history there is still considerable debate about how best to teach this subject. Many students grapple with programming and a variety of pedagogical methods have been developed to improve the process. Some authors suggest that the difficulty is due to there being two problems faced when developing a computer program: crafting a conceptual solution, and writing a set ofappropriate instructions to carry out the solution. Frequently, these two concepts are taught concurrently. This study builds on this body of knowledge and specifically examines the effect of teaching conceptual programming concepts prior to specific syntax. A CASE tool is used to support the conceptual material. An experiment found that students who were taught problem-solving concepts prior to learning syntax performed better on assigrunents than students who were taught the same material in parallel. Implications for teaching and future research are presented.
Thad Crews, Jr. is an assistant professor of information systems at Western Kentucky University. He specializes in the areas of intelligent training systems, software-tool support, and human-computeri nteraction.
Jeff Butterfield is an associate professor of information systems at Western Kentucky University. He is involved with computer-aided training and testing, strategic use of networking technology, and IS project management.
Ray Blankenship is an associate professor of information systems at Western Kentucky University. He has research interests in the areas of interface design, decision modeling, and database development methodologies.
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