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

Maximizing the Benefits of Short-Term International Programs: Student Engagement and Reentry Guide for Global Routes Students and Leaders

Study abroad programs have greatly increased in number and program type during the last decade. Due to factors such as academic and financial demands, students are finding short-term programs, typically lasting eight weeks or less, to be the most feasible option. Critics are skeptical of short-term programs questioning whether students are able to gain the depth necessary to achieve cultural awareness, personal growth and new perspectives. Supporters argue that if planned and managed correctly, short-term programs can have meaningful short and long-term impacts on students. Global Routes, an international education organization headquartered in Windsor, New Hampshire, offers short-term exchange programs that aim to foster personal and international development. Their short-term programs strive to create an environment that engages students throughout their experience. An analysis of Global Routes curriculum using research on program structure and design, student learning, holistic education, youth engagement, empowerment, and reentry, demonstrates that Global Routes programs have a robust curriculum during their programs, yet the program format does not take full advantage of opportunities to engage students prior to or after their programs. In order to address this shortcoming a handbook was designed to supplement the existing Global Routes curriculum. The handbook offers activities, assignments and discussions designed to engage students in their own learning, development and personal growth, prior to, during and after their programs. The first two sections of the handbook (pre-program and during program) are designed for staff and leaders, while the third section is designed as a reentry handbook for students

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

Modal interpolation program, L215 (INTERP). Volume 1: Engineering and usage

The usage of the Modal Interpolation Program L215 (INTERP) is described. The program uses modal data to form sets of arrays containing interpolation coefficients. The interpolation arrays can then be used to determine displacements at various aerodynamic surface and surface slopes that are parallel and perpendicular to the freestream direction. Five different interpolation methods are available. A description of the data manipulation and the interpolation methods is presented

Технології тестування програм. Навчально-методичний посібник для студентів напряму 6.040302 Інформатика*.

Посібник призначений для використання студентами під керівництвом викладача на лекціях, практичних та лабораторних заняттях. Посібник містить лекційний курс та лабораторний практикум з технологій тестування програм. Викладений матеріал відповідає діючій програмі з предмету "Технології тестування програм" для спеціальності 6.040302 "Інформатика" Для студентів напряму 6.040302 "Інформатика*" вищих педагогічних закладів, вчителів інформатики загальноосвітніх шкіл