Developmental Studies of Computer Programming Skills. A Symposium: Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 23-27, 1984). Technical Report No. 29.

Sonst. Personen	Kurland, D. Midian (Hrsg.)
Institution	Bank Street Coll. of Education, New York, NY. Center for Children and Technology.
Titel	Developmental Studies of Computer Programming Skills. A Symposium: Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 23-27, 1984). Technical Report No. 29.
Quelle	(1984), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Tagungsbericht; Cognitive Development; Cognitive Processes; Computer Science Education; Computer Software; Curriculum Development; Elementary Education; Epistemology; Learning Processes; Programers; Programing; Secondary Education; Skill Development + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Computer science lessons; Informatikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Erkenntnistheorie; Learning process; Lernprozess; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The five papers in this symposium contribute to a dialog on the aims and methods of computer education, and indicate directions future research must take if necessary information is to be available to make informed decisions about the use of computers in schools. The first two papers address the question of what is required for a student to become a reasonably proficient programmer. The first--"Mapping the Cognitive Demands of Learning to Program" (D. Midian Kurland, Katherine Clement, Ronald Mawby, and Roy D. Pea)--reports a study of high school programming novices who participated in an intensive summer programming course. The second paper--"The Development of Programming Expertise in Adults and Children" (D. Midian Kurland, Ronald Mawby, and Nancy Cahir)--examines how expert programmers acquired their skill, with attention to the amount of time invested and the type of resources available when they were learning to program. The last three papers look beyond programming to the issue of transfer. The third--"Issues and Problems in Studying Transfer Effects of Programming" (Kate Ehrlich, Valerie Abbott, William Salter, and Elliot Soloway)--examines whether learning to program helps students solve problems in other related intellectual domains. The fourth--"What Will It Take to Learn Thinking Skills Through Computer Programming?" (Roy D. Pea)--discusses research on the transfer of high level thinking skills from programming. The final paper--"Making Programming Instruction Cognitively Demanding: An Intervention Study" (John Dalby, Francoise Tourniaire, and Marcia C. Linn)--describes a study in which a curriculum was designed explicitly to make programming more cognitively challenging. A concluding commentary by Jan Hawkins discusses the issues raised in the papers and offers thoughts on current and future directions for research in this field. (THC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01