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Further evidence of a relationship between explaining, tracing and writing skills in introductory programming

Raymond Lister, Colin Fidge, Donna Teague
2009 ACM SIGCSE Bulletin  
This paper reports on a replication of earlier studies into a possible hierarchy of programming skills.  ...  trace code and explain code.  ...  In this paper, we report on our own study of the relationships between tracing iterative code, explaining code, and writing code.  ... 
doi:10.1145/1595496.1562930 fatcat:lwjwm6xixnclhgrz2xrwzc4eky

Further evidence of a relationship between explaining, tracing and writing skills in introductory programming

Raymond Lister, Colin Fidge, Donna Teague
2009 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education - ITiCSE '09  
This paper reports on a replication of earlier studies into a possible hierarchy of programming skills.  ...  trace code and explain code.  ...  In this paper, we report on our own study of the relationships between tracing iterative code, explaining code, and writing code.  ... 
doi:10.1145/1562877.1562930 dblp:conf/iticse/ListerFT09 fatcat:22vhzlxnmjfdrbnkkna2jf3k5q

Naturally occurring data as research instrument

Raymond Lister, Phil Robbins, Otto Seppälä, Errol Thompson, Tony Clear, Simon, Dennis J. Bouvier, Paul Carter, Anna Eckerdal, Jana Jacková, Mike Lopez, Robert McCartney
2010 ACM SIGCSE Bulletin  
The project has explored students' skills in basic syntax, tracing code, understanding code, and writing code, seeking to establish the relationships between these skills.  ...  In New Zealand and Australia, the BRACElet project has been investigating students' acquisition of programming skills in introductory programming courses.  ...  ACKNOWLEDGEMENTS The working group members wish to thank Kerttu-Pollari Malmi for her work in support of the group and her kind cooperation in allowing us to collect data from her course.  ... 
doi:10.1145/1709424.1709460 fatcat:fcehfovyc5b67h7ubsejtgqlcq

Wearing the Assessment 'BRACElet'

Grace Tan, Anne Therese Venables
2010 Journal of Information Technology Education Innovations in Practice  
By joining the BRACElet collective, we have been nurtured in making informed decisions about our own assessment practices and our local research has made a small contribution to the dialogue about understanding  ...  how novices learn to program.  ...  Despite noticing some variation in the strength of relationships due to the nature of the questions being asked, we did find significant relationships between tracing code, explaining code, and writing  ... 
doi:10.28945/707 fatcat:wblqbo6vx5f2bdjifhgp2cvqz4

A closer look at tracing, explaining and code writing skills in the novice programmer

Anne Venables, Grace Tan, Raymond Lister
2009 Proceedings of the fifth international workshop on Computing education research workshop - ICER '09  
Specifically, we found that student performance on explaining code was hard to characterize, and the strength of the relationship between explaining and code writing is particularly sensitive to the specific  ...  One of those types of question required students to trace iterative code, while the other type required students to explain what a piece of code did.  ...  ACKNOWLEDGEMENT Raymond Lister's contribution was part of a Fellowship awarded and funded by the Australian Teaching and Learning Council.  ... 
doi:10.1145/1584322.1584336 dblp:conf/icer/VenablesTL09 fatcat:ta34fjkk2veb5cgmh65ns4blry

Relationships between reading, tracing and writing skills in introductory programming

Mike Lopez, Jacqueline Whalley, Phil Robbins, Raymond Lister
2008 Proceeding of the fourth international workshop on Computing education research - ICER '08  
A correlation was also found between performance on "explain in plain English" tasks and code writing.  ...  Knowledge of programming constructs forms the bottom of the hierarchy, with "explain in English", Parson's puzzles, and the tracing of iterative code forming one or more intermediate levels in the hierarchy  ...  The authors thank Tony Clear and their other colleagues in the BRACElet project. Raymond Lister is an Associate Fellow of the Australian Learning and Teaching Council (ALTC).  ... 
doi:10.1145/1404520.1404531 dblp:conf/icer/LopezWRL08 fatcat:436acehyqzcmpdwwee4ngzghie

Exploring programming assessment instruments

Judy Sheard, Raymond Lister, Anne Philpott, Geoff Warburton, Simon, Angela Carbone, Donald Chinn, Mikko-Jussi Laakso, Tony Clear, Michael de Raadt, Daryl D'Souza, James Harland
2011 Proceedings of the seventh international workshop on Computing education research - ICER '11  
This study is part of a project that aims to investigate the nature and composition of formal examination instruments used in the summative assessment of introductory programming students, and the pedagogical  ...  We describe the process of developing the scheme, explain its categories, and present a taste of the results of a pilot analysis of a set of CS1 exam papers.  ...  In further analysis of the data we will explore the possibility of relationships between the categories of the classification system, such as between question style and skills required.  ... 
doi:10.1145/2016911.2016920 dblp:conf/icer/SheardSCCLCRDHLPW11 fatcat:mg6ghib675cqrdmephbakf6ppe

Progress reports and novices' understanding of program code

Linda Mannila
2006 Baltic Sea '06: Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006  
The two first questions are of a "trace and explain" type, asking the students to describe the functionality of the program using their own words -both line by line and as a whole.  ...  A progress report includes a short piece of program code (on paper), covering topics recently introduced in the course, and four questions.  ...  Understanding of Individual Statements In order to further analyze students' skills to read and understand code, we analyzed how they explained individual statements related to a set of programming topics  ... 
doi:10.1145/1315803.1315810 dblp:conf/kolicalling/Mannila06 fatcat:hhlgv7g7i5cv7gl7dol5e223au

READING SKILLS CAN PREDICT THE PROGRAMMING PERFORMANCE OF NOVICES: AN EYE-TRACKING STUDY

Marthie Schoeman
2019 Perspectives in Education  
This paper describes an exploratory study of the relationship between reading skills, as perceived through eye tracking, and the ability to program.  ...  The relationship between students' reading ability, as revealed through eye tracking, and their experience of learning to program is considered in this paper.  ...  The relationship between reading ability and programming can be explained by the character of programming languages.  ... 
doi:10.18820/2519593x/pie.v37i2.3 fatcat:2gztw3qk7ralhjrvknrd556rfm

Novices' Progress in Introductory Programming Courses

Linda MANNILA
2007 Informatics in Education. An International Journal  
We also present results from using this approach in introductory programming courses at secondary level.  ...  (1) understand program code as a whole, (2) understand individual constructs, and (3) perceive the difficulty level of different programming topics.  ...  Acknowledgements Special thanks to Mia Peltomäki and Ville Lukka for collecting the data.  ... 
doi:10.15388/infedu.2007.09 fatcat:cmj76i7navc4vmikw722zhpu3a

An in-depth analysis of learning goals in higher education: Evidence from the programming education

Belle Selene Xia
2017 Journal of Learning Design  
We will also classify the various definitions of learning goals both theoretically and empirically in order to further our understanding in the subject field.  ...  While research results have confirmed student difficulties in learning programming in terms of the retention and completion rates of the programming courses, we will propose some of the solutions to overcome  ...  Code-tracing skills, for instance, are represented in Bloom's Taxonomy through comprehension (being able to understand) and analysis (being able to analyse program-writing assignments of different kinds  ... 
doi:10.5204/jld.v10i2.287 fatcat:v7ttjpxemvbrhmx6r2if2tndha

Stepping up to integrative questions on CS1 exams

Daniel Zingaro, Andrew Petersen, Michelle Craig
2012 Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12  
In this paper, we explore the use of sequences of small code writing questions ("concept questions") designed to incrementally evaluate single programming concepts.  ...  We report on a study of student performance on a CS1 final examination that included a traditional code-writing question and four intentionally corresponding concept questions.  ...  IMPACT OF EXPERIENCE In a study on the relationship between self-efficacy and mental models and learning to program, Ramlingam et al.  ... 
doi:10.1145/2157136.2157215 dblp:conf/sigcse/ZingaroPC12 fatcat:qgumcmjvmvbbffiu332fanqlca

Investigating the effects of learning activities in a mobile Python tutor for targeting multiple coding skills

Geela Venise Firmalo Fabic, Antonija Mitrovic, Kourosh Neshatian
2018 Research and Practice in Technology Enhanced Learning  
The version of PyKinetic (PyKinetic_DbgOut) used in the study contains five types of learning activities aimed at supporting debugging, code-tracing, and code writing skills.  ...  In this paper, we present PyKinetic, a mobile tutor we developed for Python programming, aimed to serve as a supplement to traditional courses.  ...  Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.  ... 
doi:10.1186/s41039-018-0092-x pmid:30613261 pmcid:PMC6299053 fatcat:zeh6coe3njhfncalioy3cwxziq

Relationships

Cynthia C. Selby
2015 Proceedings of the Workshop in Primary and Secondary Computing Education on ZZZ - WiPSCE '15  
The relationships between cognitive processes, the pedagogy of programming, and the perceived levels of difficulty of computational thinking skills are illustrated by a model.  ...  This study explores the relationship between computational thinking, teaching programming, and Bloom's Taxonomy.  ...  Lister has been involved in trying to explain the relationship between reading, tracing, explaining, and writing code for many years, most recently in the research of Lopez, et al.  ... 
doi:10.1145/2818314.2818315 dblp:conf/wipsce/Selby15 fatcat:jign74riy5gpjan4e3qwbhfzcq

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Tesfaye Bayu Bati, Helene Gelderblom, Judy van Biljon
2014 Computer Science Education  
The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open  ...  This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students.  ...  Acknowledgement This work was partially supported by the NORAD project of Hawassa University from the third phase of a Norwegian Government-supported project.  ... 
doi:10.1080/08993408.2014.897850 fatcat:ka4ullkokzfv3c6lymlo5f7dtm
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