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Assessing Cognitive Learning of Analytical Problem Solving

Abstract Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State Universi... (more)
Created Date 2011
Contributor Billionniere, Elodie V. (Author) / Collofello, James (Advisor) / Ganesh, Tirupalavanam (Advisor) / Vanlehn, Kurt (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Subject Computer science / Cognitive psychology / Educational tests & measurements / Algorithm Design / Assessment / Computational Concepts / Introductory Programming Courses / Problem Solving / Teaching
Type Doctoral Dissertation
Extent 165 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Computer Science 2011
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis