Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation
ARTICLE
Jeroen J. G. Van Merrienboer, Marcel B. M. De Croock
Journal of Educational Computing Research Volume 8, Number 3, ISSN 0735-6331
Abstract
Discusses strategies for teaching elementary computer programing and describes a study that used two instructional strategies in a computer-based training program designed to teach turtle graphics programing techniques to novice undergraduate students. Learning activities that emphasized either the completion of existing programs or the generation of new programs are described. (23 references) (LRW)
Citation
Van Merrienboer, J.J.G. & De Croock, M.B.M. (1992). Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation. Journal of Educational Computing Research, 8(3), 365. Retrieved December 15, 2019 from https://www.learntechlib.org/p/145938/.
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Keywords
- Authoring Aids (Programing)
- Comparative Analysis
- Computer Assisted Instruction
- computer science education
- Computer Software Development
- Correlation
- course evaluation
- higher education
- Hypothesis Testing
- instructional design
- Intermode Differences
- Learning Activities
- Microcomputers
- Programing
- Programing Languages
- Tables (Data)
- undergraduate students
Cited By
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Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
Karen D. Könings, Marjo van Zundert & Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 85–94
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A Quantitative Study of a Software Tool that Supports a Part-Complete Solution Method on Learning Outcomes
Stuart Garner, Edith Cowan University, Australia
Journal of Information Technology Education: Research Vol. 8, No. 1 (Jan 01, 2009) pp. 285–310
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