-
1
-
-
0001836164
-
Learning to program in LISP
-
DOI= 10.1207/s15516709cog0802-1
-
Anderson, J., Farrell, R. & Sauers, R. 1984. Learning to program in LISP. Cognitive Science, 8(2), 87-129. DOI= 10.1207/s15516709cog0802-1.
-
(1984)
Cognitive Science
, vol.8
, Issue.2
, pp. 87-129
-
-
Anderson, J.1
Farrell, R.2
Sauers, R.3
-
2
-
-
0009904014
-
Computer-based examples designed to encourage optimal example processing: A study examining the impact of sequentially presented, subgoal-oriented worked examples
-
Atkinson, R. K., & Derry, S. 2000. Computer-based Examples Designed to Encourage Optimal Example Processing: A Study Examining the Impact of Sequentially Presented, Subgoal-oriented Worked Examples. Proceedings of ICLS 2000 International Conference of the Learning Sciences, 132-133.
-
(2000)
Proceedings of ICLS 2000 International Conference of the Learning Sciences
, pp. 132-133
-
-
Atkinson, R.K.1
Derry, S.2
-
3
-
-
0034195057
-
Learning from examples: Instructional principles from the worked examples research
-
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. 2000. Learning from Examples: Instructional Principles from the Worked Examples Research. Review of the Educational Research, 70(2), 181-214. DOI= 10.3102/00346543070002181. (Pubitemid 33232413)
-
(2000)
Review of Educational Research
, vol.70
, Issue.2
, pp. 181-214
-
-
Atkinson, R.K.1
Derry, S.J.2
Renkl, A.3
Wortham, D.4
-
4
-
-
33845566238
-
Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving
-
Bielaczyc, K., Pirolli, P., & Brown, A. L. 1995. Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252.
-
(1995)
Cognition and Instruction
, vol.13
, pp. 221-252
-
-
Bielaczyc, K.1
Pirolli, P.2
Brown, A.L.3
-
5
-
-
84858433214
-
Scratch-Ed: An online community for scratch educators
-
Angelique Dimitracopoulou, Claire O'Malley, Daniel Suthers, and Peter Reimann (Eds.), International Society of the Learning Sciences
-
Brennan, K. 2009. Scratch-Ed: an online community for scratch educators. In Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2 (CSCL'09), Angelique Dimitracopoulou, Claire O'Malley, Daniel Suthers, and Peter Reimann (Eds.), Vol. 2. International Society of the Learning Sciences 76-78.
-
(2009)
Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - Volume 2 (CSCL'09)
, vol.2
, pp. 76-78
-
-
Brennan, K.1
-
6
-
-
0025478906
-
Categories of programming knowledge and their application
-
August 1990, 241-246. DOI=10.1016/S0020-7373(05)80118-X
-
Brooks, R. 1990. Categories of programming knowledge and their application. Int. J. Man-Mach. Stud. 33, 3 (August 1990), 241-246. DOI=10.1016/S0020-7373(05)80118-X http://dx.doi.org/10.1016/S0020-7373(05)80118- X.
-
(1990)
Int. J. Man-Mach. Stud
, vol.33
, Issue.3
-
-
Brooks, R.1
-
7
-
-
34548103178
-
Mental models and programming aptitude
-
DOI 10.1145/1268784.1268845, ITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science
-
Caspersen, M., Larsen, K. D., & Bennedsen, J. 2007. Mental models and programming aptitude. In Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education. ACM, New York, NY, USA, 206-210. DOI=10.1145/1268784.1268845. (Pubitemid 47291302)
-
(2007)
ITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science
, pp. 206-210
-
-
Caspersen, M.E.1
Larsen, K.D.2
Bennedsen, J.3
-
8
-
-
0027963444
-
Improving examples to improve transfer to novel problems
-
Catrambone, R. 1994. Improving examples to improve transfer to novel problems. Memory and Cognition, 22, 605- 615.
-
(1994)
Memory and Cognition
, vol.22
, pp. 605-615
-
-
Catrambone, R.1
-
9
-
-
0030499508
-
Generalizing solution procedures learned from examples
-
DOI= 10.1037/0278-7393.22.4.1020
-
Catrambone, R. 1996. Generalizing solution procedures learned from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1020- 1031. DOI= 10.1037/0278-7393.22.4.1020.
-
(1996)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.22
, pp. 1020-1031
-
-
Catrambone, R.1
-
10
-
-
0032271232
-
The Subgoal Learning Model: Creating Better Examples so That Students Can Solve Novel Problems
-
Catrambone, R. 1998. The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127, 355-376. DOI= 10.1037/0096-3445.127.4.355. (Pubitemid 128457449)
-
(1998)
Journal of Experimental Psychology: General
, vol.127
, Issue.4
, pp. 355-376
-
-
Catrambone, R.1
-
11
-
-
84867378931
-
-
Unpublished manuscript, School of Psychology, Georgia Institute of Technology, Atlanta, GA
-
Catrambone, R., Gane, B. D., Adams, A. E., Bujak, K. R., Kline, K. A., & Eiriksdottir, E. 2012. Task Analysis by Problem Solving (TAPS): A Method for Uncovering Expert Knowledge. Unpublished manuscript, School of Psychology, Georgia Institute of Technology, Atlanta, GA.
-
(2012)
Task Analysis by Problem Solving (TAPS): A Method for Uncovering Expert Knowledge
-
-
Catrambone, R.1
Gane, B.D.2
Adams, A.E.3
Bujak, K.R.4
Kline, K.A.5
Eiriksdottir, E.6
-
12
-
-
0025384895
-
-
James E. Miller and Daniel T. Joyce (Eds.). ACM, New York, NY, USA, 63-67. DOI=10.1145/323410.319085
-
Clancy, M.J., & Linn, M.C. 1990. Functional fun. In Proceedings of the twenty-first SIGCSE technical symposium on Computer science education (SIGCSE '90), James E. Miller and Daniel T. Joyce (Eds.). ACM, New York, NY, USA, 63-67. DOI=10.1145/323410.319085 http://doi.acm.org/10.1145/323410.319085.
-
(1990)
Functional Fun. in Proceedings of the Twenty-first SIGCSE Technical Symposium on Computer Science Education (SIGCSE '90)
-
-
Clancy, M.J.1
Linn, M.C.2
-
13
-
-
84867366357
-
-
Committee on Developments in the Science of Learning. How people learn: Brain, mind, experience, and school: Expanded edition. Retrieved from
-
Committee on Developments in the Science of Learning. 2000. How people learn: Brain, mind, experience, and school: Expanded edition. Retrieved from http://www.nap.edu/catalog.php?record-id=9853.
-
(2000)
-
-
-
14
-
-
5544278533
-
Mind your Ps and Qs: Using parentheses and quotes in LISP
-
C. R. Cook, J. C. Scholtz, and J. C. Spohrer (Eds.), . Norwood, NJ: Ablex. 1993
-
Davis, E., Linn, M., Mann, L., & Clancy, M. 1993. Mind your Ps and Qs: Using parentheses and quotes in LISP. In C. R. Cook, J. C. Scholtz, and J. C. Spohrer (Eds.), Empirical Studies of Programmers: Fifth Workshop, (pp. 62-85). Norwood, NJ: Ablex. 1993.
-
(1993)
Empirical Studies of Programmers: Fifth Workshop
, pp. 62-85
-
-
Davis, E.1
Linn, M.2
Mann, L.3
Clancy, M.4
-
16
-
-
38849186591
-
Suggestions for graduated exposure to programming concepts using fading worked examples
-
DOI 10.1145/1288580.1288594, Third International Computing Education Research Workshop, ICER'07
-
Gray, S., St. Clair, C., James, R., & Mead, J. 2007. Suggestions for graduated exposure to programming concepts using fading worked examples. In Proceedings of the third international workshop on Computing education research (ICER '07). ACM, New York, NY, USA, 99-110. DOI=10.1145/1288580.1288594. (Pubitemid 351203791)
-
(2007)
Third International Computing Education Research Workshop, ICER'07
, pp. 99-110
-
-
Gray, S.1
St. Clair, C.2
James, R.3
Mead, J.4
-
17
-
-
84976756916
-
Centralized mindset: A student problem with object-oriented programming
-
Curt M. White, James E. Miller, and Judy Gersting (Eds.). ACM, New York, NY, USA, DOI=10.1145/199688.199772
-
Guzdial, M. 1995. Centralized mindset: a student problem with object-oriented programming. In Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education (SIGCSE '95), Curt M. White, James E. Miller, and Judy Gersting (Eds.). ACM, New York, NY, USA, 182-185. DOI=10.1145/199688.199772 http://doi.acm.org/10.1145/199688.199772.
-
(1995)
Proceedings of the Twenty-sixth SIGCSE Technical Symposium on Computer Science Education (SIGCSE '95)
, pp. 182-185
-
-
Guzdial, M.1
-
18
-
-
80053333202
-
CS majors' self-efficacy perceptions in CS1: Results in light of social cognitive theory
-
ACM, New York, NY, USA, 19-26. DOI=10.1145/2016911.2016917
-
Kinnunen, P., & Simon, B., 2011. CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory. In Proceedings of the seventh international workshop on Computing education research (ICER '11). ACM, New York, NY, USA, 19-26. DOI=10.1145/2016911.2016917.
-
(2011)
Proceedings of the Seventh International Workshop on Computing Education Research (ICER '11)
-
-
Kinnunen, P.1
Simon, B.2
-
19
-
-
33744807434
-
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
-
DOI 10.1207/s15326985ep4102-1
-
Kirschner, P., Sweller, J., & Clark, R. 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. DOI= 10.1207/s15326985ep4102-1. (Pubitemid 43837408)
-
(2006)
Educational Psychologist
, vol.41
, Issue.2
, pp. 75-86
-
-
Kirschner, P.A.1
Sweller, J.2
Clark, R.E.3
-
20
-
-
84976729208
-
The case for case studies of programming problems
-
Linn, M., & Clancy, M. 1992. The case for case studies of programming problems. Communications of the ACM, 35(3), pp 121-132.
-
(1992)
Communications of the ACM
, vol.35
, Issue.3
, pp. 121-132
-
-
Linn, M.1
Clancy, M.2
-
21
-
-
0002485160
-
Some observations on mental models
-
D. Gentner & A. Stevens (Eds.), Retrieved from
-
Norman, D. A. (1983). Some observations on mental models. In D. Gentner & A. Stevens (Eds.), Mental models (pp. 7- 14). Retrieved fromhttp://books.google.com/.
-
(1983)
Mental Models
, pp. 7-14
-
-
Norman, D.A.1
-
22
-
-
0000346987
-
Animated demonstrations versus written instructions for learning procedural tasks: A preliminary investigation
-
DOI= 10.1016/0020-7373(91)90019-4
-
Palmiter, S., Elkerton, J., & Baggett, P. 1993. Animated demonstrations versus written instructions for learning procedural tasks: A preliminary investigation. International Journal of Man-Machine Studies, 34, 687-701. DOI= 10.1016/0020-7373(91)90019-4.
-
(1993)
International Journal of Man-Machine Studies
, vol.34
, pp. 687-701
-
-
Palmiter, S.1
Elkerton, J.2
Baggett, P.3
-
23
-
-
4043063651
-
The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity
-
Scaffolding
-
Pea, R. 2004. The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13(3), 423-451. DOI= 10.1207/s15327809jls1303- 6. (Pubitemid 39057721)
-
(2004)
Journal of the Learning Sciences
, vol.13
, Issue.3
, pp. 423-451
-
-
Pea, R.D.1
-
24
-
-
4644297407
-
Learning from examples: Fostering self-explanations in computer-based learning environments
-
Renkl, A., & Atkinson, R. K. 2002. Learning from examples: Fostering self-explanations in computer-based learning environments. Interactive Learning Environments, 10(2), 105-199.
-
(2002)
Interactive Learning Environments
, vol.10
, Issue.2
, pp. 105-199
-
-
Renkl, A.1
Atkinson, R.K.2
-
25
-
-
70350769233
-
Scratch: Programming for all
-
November 2009), 60-67. DOI=10.1145/1592761.1592779
-
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. 2009. Scratch: programming for all. Commun. ACM 52, 11 (November 2009), 60-67. DOI=10.1145/1592761.1592779 http://doi.acm.org/10.1145/ 1592761.1592779.
-
(2009)
Commun. ACM
, vol.52
, Issue.11
-
-
Resnick, M.1
Maloney, J.2
Monroy-Hernández, A.3
Rusk, N.4
Eastmond, E.5
Brennan, K.6
Millner, A.7
Rosenbaum, E.8
Silver, J.9
Silverman, B.10
Kafai, Y.11
-
26
-
-
77953858739
-
Interacting factors that predict success and failure in a CS1 course
-
ACM, New York, NY, USA, 101-104. DOI=10.1145/1044550.1041669
-
Rountree, N., Rountree, J., Robins, A., & Hannah, R. 2004. Interacting factors that predict success and failure in a CS1 course. In Working group reports from ITiCSE on Innovation and technology in computer science education (ITiCSEWGR '04). ACM, New York, NY, USA, 101-104. DOI=10.1145/1044550. 1041669 http://doi.acm.org/10.1145/1044550.1041669.
-
(2004)
Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education (ITiCSEWGR '04)
-
-
Rountree, N.1
Rountree, J.2
Robins, A.3
Hannah, R.4
-
27
-
-
77952544479
-
Element interactivity and intrinsic, extraneous, and germane cognitive load
-
DOI= 10.1007/s10648- 010-9128-5
-
Sweller, J. 2010. Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. DOI= 10.1007/s10648- 010-9128-5.
-
(2010)
Educational Psychology Review
, vol.22
, Issue.2
, pp. 123-138
-
-
Sweller, J.1
-
29
-
-
0036018588
-
Blueprints for complex learning: The 4C/ID-model
-
DOI= 10.1.1.113.8484
-
van Merrinboer, J., Clark, R., & de Croock, M. 2002. Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50(2), 39-61. DOI= 10.1.1.113.8484.
-
(2002)
Educational Technology Research and Development
, vol.50
, Issue.2
, pp. 39-61
-
-
Van Merrinboer, J.1
Clark, R.2
De Croock, M.3
|