article

A cognitive approach to identifying measurable milestones for programming skill acquisition

Authors:

Caroline St. Clair,

Lynda ThomasAuthors Info & Claims

ACM SIGCSE Bulletin, Volume 38, Issue 4

Pages 182 - 194

https://doi.org/10.1145/1189136.1189185

Published: 26 June 2006 Publication History

Abstract

Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken advantage of the long record of psychological 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. This paper first reviews the literature on studies of programming skills, cognition and learning, then within that context reports on a new formal structure, called an anchor graph, that supports curricular design and facilitates the setting of measurable milestones.

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Index Terms

A cognitive approach to identifying measurable milestones for programming skill acquisition
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information systems education
      2. Computing literacy

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Published In

cover image ACM SIGCSE Bulletin

ACM SIGCSE Bulletin Volume 38, Issue 4

December 2006

186 pages

ISSN:0097-8418

DOI:10.1145/1189136

Issue’s Table of Contents

ITiCSE-WGR '06: Working group reports on ITiCSE on Innovation and technology in computer science education
June 2006
99 pages
ISBN:1595936033
DOI:10.1145/1189215

Copyright © 2006 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 26 June 2006

Published in SIGCSE Volume 38, Issue 4

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https://doi.org/10.55982/openpraxis.16.2.552
Almutairy GJohnson A(2024)Supporting Novice Programmers via the Lens of Instructional DesignNavigating Computer Science Education in the 21st Century10.4018/979-8-3693-1066-3.ch008(149-169)Online publication date: 8-Mar-2024
https://doi.org/10.4018/979-8-3693-1066-3.ch008
Pereira FMoraes MHenklain MHellas AOliveira EGasevic DBarreto RMello R(2024)From Sparse to Smart: Leveraging AI for Effective Online Judge Problem Classification in Programming EducationTechnology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72315-5_25(359-374)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-72315-5_25
Horng-Jyh PCheng CTah BLie TBeng JGuan RYi JZiwen LArcuino CChang LYongqing Z(2023)Virtual Lab Workspace for Programming Computers – Towards Agile STEM EducationLearning Technology for Education Challenges10.1007/978-3-031-34754-2_5(55-68)Online publication date: 10-Jun-2023
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