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A cognitive approach to identifying measurable milestones for programming skill acquisition
2006
ACM SIGCSE Bulletin
Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken full advantage of the long record of cognitive and experimental studies on the development of programming skills. These studies indicate a need for a new curricular strategy for developing programming skills and indicate that a cognitive approach would be a promising starting point. Taking this approach, this working group seeks to accomplish two major goals: • to identify a
doi:10.1145/1189136.1189185
fatcat:tlng7uinyra3vd4we7ryxy37fm