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

Knowledge restructing and the development of expertise in computer programming

This thesis reports a number of empirical studies exploring the development of expertise in computer programming. Experiments 1 and 2 are concerned with the way in which the possession of design experience can influence the perception and use of cues to various program structures. Experiment 3 examines how violations to standard conventions for constructing programs can affect the comprehension of expert, intermediate and novice subjects. Experiment 4 looks at the differences in strategy that are exhibited by subjects of varying skill level when constructing programs in different languages. Experiment 5 takes these ideas further to examine the temporal distribution of different forms of strategy during a program generation task. Experiment 6 provides evidence for salient cognitive structures derived from reaction time and error data in the context of a recognition task. Experiments 7 and 8 are concerned with the role of working memory in program generation and suggest that one aspect of expertise in the programming domain involves the acquisition of strategies for utilising display-based information. The final chapter attempts to bring these experimental findings together in terms of a model of knowledge organisation that stresses the importance of knowledge restructuring processes in the development of expertise. This is contrasted with existing models which have tended to place emphasis upon schemata acquisition and generalisation as the fundamental modes of learning associated with skill development. The work reported here suggests that a fine-grained restructuring of individual schemata takes places during the later stages of skill development. It is argued that those mechanisms currently thought to be associated with the development of expertise may not fully account for the strategic changes and the types of error typically found in the transition between novice, intermediate and expert problem solvers. This work has a number of implications for existing theories of skill acquisition. In particular, it questions the ability of such theories to account for subtle changes in the various manifestations of skilled performance that are associated with increasing expertise. Secondly, the work reported in this thesis attempts to show how specific forms of training might give rise to the knowledge restructuring process that is proposed. Finally, the thesis stresses the important role of display-based problem solving in complex tasks such as programming and highlights the role of programming language notation as a mediating factor in the development and acquisition of problem solving strategies

An investigation of computer based tools for mathematical programming modelling

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel University.Science and Engineering Research Counci

Finding The Lazy Programmer's Bugs

Traditionally developers and testers created huge numbers of explicit tests, enumerating interesting cases, perhaps biased by what they believe to be the current boundary conditions of the function being tested. Or at least, they were supposed to. A major step forward was the development of property testing. Property testing requires the user to write a few functional properties that are used to generate tests, and requires an external library or tool to create test data for the tests. As such many thousands of tests can be created for a single property. For the purely functional programming language Haskell there are several such libraries; for example QuickCheck [CH00], SmallCheck and Lazy SmallCheck [RNL08]. Unfortunately, property testing still requires the user to write explicit tests. Fortunately, we note there are already many implicit tests present in programs. Developers may throw assertion errors, or the compiler may silently insert runtime exceptions for incomplete pattern matches. We attempt to automate the testing process using these implicit tests. Our contributions are in four main areas: (1) We have developed algorithms to automatically infer appropriate constructors and functions needed to generate test data without requiring additional programmer work or annotations. (2) To combine the constructors and functions into test expressions we take advantage of Haskell's lazy evaluation semantics by applying the techniques of needed narrowing and lazy instantiation to guide generation. (3) We keep the type of test data at its most general, in order to prevent committing too early to monomorphic types that cause needless wasted tests. (4) We have developed novel ways of creating Haskell case expressions to inspect elements inside returned data structures, in order to discover exceptions that may be hidden by laziness, and to make our test data generation algorithm more expressive. In order to validate our claims, we have implemented these techniques in Irulan, a fully automatic tool for generating systematic black-box unit tests for Haskell library code. We have designed Irulan to generate high coverage test suites and detect common programming errors in the process

An evolving approach to learning in problem solving and program development : the distributed learning model

Technological advances are paving the way for improvements in many sectors of society. The US education system needs to undergo a transformation of existing pedagogical methods to maximize utilization of new technologies. Traditional education has primarily been teacher driven, lectured-based in one location. Advances in technology are challenging existing paradigms by developing tools and educational environments that reach diverse learning styles and surpass the boundaries of current teaching methods. Distributed learning is an emerging paradigm today that has promise to contribute significantly to learning and improve overall academic success. This research first explores various systems that provide different modes of learning. The problem domain of this research is the difficulty novice programmers\u27 face when learning to program. This paper proposes how distributed learning can be used in a teaching environment to enrich learning and the impacts for the given problem domain

Automating the teaching of artificial language using production systems

The work to be described here is an investigation into the means whereby the learning of programming languages may be made easier. The role of formal definitions of programming languages is studied and a system is described which utilises production systems as the basis for generating an environment in which students may test their understanding of programming languages. This system for automating the teaching of programming languages provides an experimental testbed for carrying out further investigations into programming behaviour

Designing graphical interface programming languages for the end user

This thesis sets out to answer three simple questions: What tools are available for novice programmers to program GUIs? Are those tools fulfilling their role? Can anything be done to make better tools? Despite being simple questions, the answers are not so easily constructed. In answering the first question, it was necessary to examine the range of tools available and decide upon criteria which could be used to identify tools aimed specifically at the novice programmer (there being no currently agreed criteria for their identification). Having identified these tools, it was then necessary to construct a framework within which they could be sensibly compared. The answering of the second question required an investigation of what were the successful features of current tools and which features were less successful. Success or failure of given features was determined by research in both programming language design and studies of programmer satisfaction. Having discovered what should be retained and discarded from current systems, the answering of the third question required the construction of new systems through blending elements from visual languages, program editors and fourth generation languages. These final prototypes illustrate a new way of thinking about and constructing the next generation of GUI programming languages for the novice

A review into the factors affecting declines in undergraduate Computer Science enrolments and approaches for solving this problem

There has been a noticeable drop in enrolments in Computer Science (CS) courses and interest in CS careers in recent years while demand for CS skills is increasing dramatically. Not only are such skills useful for CS jobs but for all forms of business and to some extent personal lives as Information Technology (IT) is becoming ubiquitous and essential for most aspects of modern life. Therefore it is essential to address this lack of interest and skills to not only fill the demand for CS employees but to provide students with the CS skills they need for modern life especially for improving their employability and skills for further study. This report looks at possible reasons for the lack of interest in CS and different approaches used to enhance CS education and improve the appeal of CS