A review of Australasian investigations into problem solving and the novice programmer

This Australasian focused review compares a number of recent studies that have identified difficulties encountered by novices while learning programming and problem solving. These studies have shown that novices are not performing at expected levels and many novices have only a fragile knowledge of programming, which may prevent them from learning and applying problem solving strategies. The review goes on to explore proposals for explicitly incorporating problem solving strategy instruction into introductory programming curricula and assessment, in an attempt to produce improved learning outcomes for novices. Finally, directions suggested by the reviewed studies are gathered and some unanswered questions are raised

The cognitive construction of programs by novice programmers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

Human memory and cognition are studied to aid novice programmers with the cognitive construction and the acquisition of program plans. Particular emphasis is placed on the storage and retrieval of program knowledge, the cognitive structure of stored program knowledge, the effects of transferring cognitive structures from one programming language to another, and the learning activities involved with learning a new programming language. Cognitive principles are applied to the design of a programming language and environment. The design of both the programming language and environment are discussed together with an introduction of how they are used. The hypothetical results of two experiments are argued to demonstrate that the programming language and environment are well suited in supporting the development of program plans

Instructional strategies and tactics for the design of introductory computer programming courses in high school

This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches

Space Communications Artificial Intelligence for Link Evaluation Terminal (SCAILET)

A software application to assis end-users of the Link Evaluation Terminal (LET) for satellite communication is being developed. This software application incorporates artificial intelligence (AI) techniques and will be deployed as an interface to LET. The high burst rate (HBR) LET provides 30 GHz transmitting/20 GHz receiving, 220/110 Mbps capability for wideband communications technology experiments with the Advanced Communications Technology Satellite (ACTS). The HBR LET and ACTS are being developed at the NASA Lewis Research Center. The HBR LET can monitor and evaluate the integrity of the HBR communications uplink and downlink to the ACTS satellite. The uplink HBR transmission is performed by bursting the bit-pattern as a modulated signal to the satellite. By comparing the transmitted bit pattern with the received bit pattern, HBR LET can determine the bit error rate BER) under various atmospheric conditions. An algorithm for power augmentation is applied to enhance the system's BER performance at reduced signal strength caused by adverse conditions. Programming scripts, defined by the design engineer, set up the HBR LET terminal by programming subsystem devices through IEEE488 interfaces. However, the scripts are difficult to use, require a steep learning curve, are cryptic, and are hard to maintain. The combination of the learning curve and the complexities involved with editing the script files may discourage end-users from utilizing the full capabilities of the HBR LET system. An intelligent assistant component of SCAILET that addresses critical end-user needs in the programming of the HBR LET system as anticipated by its developers is described. A close look is taken at the various steps involved in writing ECM software for a C&P, computer and at how the intelligent assistant improves the HBR LET system and enhances the end-user's ability to perform the experiments

Plan-based delivery composition in intelligent tutoring systems for introductory computer programming

In a shell system for the generation of intelligent tutoring systems, the instructional model that one applies should be variable independent of the content of instruction. In this article, a taxonomy of content elements is presented in order to define a relatively content-independent instructional planner for introductory programming ITS's; the taxonomy is based on the concepts of programming goals and programming plans. Deliveries may be composed by the instantiation of delivery templates with the content elements. Examples from two different instructional models illustrate the flexibility of this approach. All content in the examples is taken from a course in COMAL-80 turtle graphics

Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice

Two complementary processes may be distinguished in learning a complex cognitive skill such as computer programming. First, automation offers task-specific procedures that may directly control programming behavior, second, schema acquisition offers cognitive structures that provide analogies in new problem situations. The goal of this paper is to explore what the nature of these processes can teach us for a more effective design of practice. The authors argue that conventional training strategies in elementary programming provide little guidance to the learner and offer little opportunities for mindful abstraction, which results in suboptimal automation and schema acquisition. Practice is considered to be most beneficial to learning outcomes and transfer under strict conditions, in particular, a heavy emphasis on the use of worked examples during practice and the assignment of programming tasks that demand mindful abstraction from these examples