Strategies that students use to trace code: An analysis based in grounded theory

Proceedings of the 1st International Computing Education Research Workshop, ICER 2005

Volumn , Issue , 2005, Pages 69-80

  Fitzgerald, Sue ^a   Simon, Beth ^b   Thomas, Lynda ^c  

^a METROPOLITAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c ABERYSTWYTH UNIVERSITY   (United Kingdom)

Author keywords

Card Sort; Grounded Theory; Multi institutional; Multiple Choice Questions (MCQs); Problem Solving; Strategies; Test Taking Strategies; Think Aloud; Tracing

Indexed keywords

CODES (SYMBOLS); PROBLEM SOLVING; STRATEGIC PLANNING; STUDENTS; TEACHING;

CARD SORT; GROUNDED THEORY; MULTI-INSTITUTIONAL; MULTIPLE CHOICE QUESTIONS (MCQ); STRATEGIES; TEST TAKING STRATEGIES; THINK ALOUD; TRACING;

COMPUTER SCIENCE;

EID: 33745203945     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/1089786.1089793     Document Type: Conference Paper

References (23)

1. Bloom, B. S., Mesia, B. B. and Krathwohl, D. R. Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive Domain). Addison-Wesley, 1956.
2. Borgatti, S. Introduction to Grounded Theory, http://www.analytictech. com/mb870/introtoGT.htm (last accessed April 29, 2005).
3. Bush, M. Alternative Marking Schemes for On-Line Multiple-Choice Tests. In Proceedings of the Seventh Annual Conference on the Teaching of Computing (Belfast, Ireland, 1997). CTI Computing, 1999.
4. du Boulay, J. B. H., O'Shea, T. and Monk, J. The black box inside the glass box: Presenting computing concepts to novices. In E. Soloway and J.C. Spohrer (Eds), Studying the Novice Programmer. Lawrence Erlbaum Associates, Hillsdale, 1989, 431-446. Reprinted from du Boulay, O'Shea and Monk (1981).
5. Entwistle, N.J. and Tait, H. The Revised Approaches to Study Inventory. Edinburgh: Centre for Learning and Instruction, University of Edinburgh, 1994.
6. Farthing, D. W., Jones, D.M., McPhee, D. Permutational Multiple-Choice Questions: An Objective and Efficient Alternative to Essay-Type Examination Questions. In Proceedings of the Third Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE' 98), (Dublin City University, Ireland, August 18-28, 1998). ACM Press, New York, NY, 1998, 81-85.
7. Glaser, B.G. and Strauss, A.L. The discovery of Grounded Theory: Strategies for qualitative research. Aldine: Chicago, 1967.
8. Grounded Theory: a thumbnail sketch, http://www.scu.edu.au/schools/gcm/ ar/arp/grounded.html (last accessed April 29, 2005).
9. Lawson, A.E., Karplus, R. and Adi, H. The acquisition of logic and formal operational schemata during the secondary school years. Journal of Research in Science Teaching, 15, 6 (1978), 465-478.
10. Learning Domains or Bloom's Taxonomy, http://www.nwlink.com/~donclark/ hrd/bloom.html (last accessed August 18, 2005).
11. Learning Skills Program: Bloom's Taxonomy, http://www.coun.uvic.ca/learn/ program/hndouts/bloom.htm 1, (last accessed August 18, 2005).
12. Lister, R. Personal communication, 2005.
13. Lister, R. Objectives and Objective Assessment in CS1. In Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education (SIGCSE 2001) (Charlotte, NC, USA, February 21-25, 2001). ACM Press, New York, NY, 2001, 292-296.
14. Lister, R. On Blooming First Year Programming, and its Blooming Assessment. In Proceedings of the fourth Australasian computing education conference (ACE 2000) Melbourne, Australia, December, 2000). ACM Press, New York, NY, 2000, 158-162
15. Lister, R., Adams, E., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Moström, J. E., Sanders, K., Seppälä, O., Simon, B. and Thomas, L., A Multi-National Study of Reading and Tracing Skills in Novice Programmers. ACM SIGCSE Bulletin, 36, 4 (December 2004), 119-150.
16. McCartney, R., Moström, J.E., Sanders, K., and Seppälä, O. Take note: The effectiveness of novice programmers' annotations on examinations. Informatics in Education. 4. 1, (2005), 69-86.
17. McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., Laxer, C., Thomas, L., Utting, I., and Wilusz, T. A Multi-National, Multi-Institutional Study of Assessment of Programming Skills of First-Year CS Students. ACM SIGCSE Bulletin, 33, 4 (2001), 125-140.
18. Perkins, D. and Martin, F. Fragile Knowledge and Neglected Strategies in Novice Programmers. In Soloway, E. and Iyengar, S. (Eds). Empirical Studies of Programmers. Ablex, NJ, USA, 1986, 213-229.
19. Richardson, J. T. E., Using Questionnaires to Evaluate Student Learning: Some Health Warnings. Gibbs, G. (ed.) Improving Student Learning - Theory and Practice. Oxford: Oxford Centre for Staff Development, 1994. (http://www.city.londonmet.ac.uk/deliberations/ocsd-pubs/isltp-richardson.html)
20. Robins, A., Rountree, J., and Rountree, N. Learning and Teaching Programming: A Review and Discussion, Computer Science Education, 13, 2 (2003), 137-172.
21. Rugg, G., and McGeorge, P. The sorting techniques: a tutorial paper on card sorts, picture sorts and item sorts. Expert Systems, 14, 2 (1997), 80-93.
22. Soloway, E. and Iyengar, S. (Eds). Empirical Studies of Programmers. Ablex, NJ, USA, 1986.
23. Soloway, E. and Spohrer, J. (Eds). Studying the Novice Programmer. Lawrence Erlbaum Associates, Hillsdale, NJ, 1989.