Beschreibung
InhaltsangabeUnderstanding Programming.- Task Analysis and Cognitive Model as a Framework to Analyse Environments for Learning Programming.- Mental Representations of Computer Languages - a Lesson from Practice.- Towards a Unified Model of Learning to Program.- Acquiring Experience in Object-Oriented Programming: Effects on Design Strategies.- Programming and Design.- Program Comprehension Skills and Their Acquisition: A Call for an Ecological Paradigm.- A Distributed Model of Cognitive Behaviour in Specification Understanding.- How Confirmation Bias Affects Novice Programmers in Testing and Debugging: Research Strategies and Implications for Tools.- The "Private" Relation of the Student with Systematic Programming and Validation.- Environments for Learning Programming.- Towards an Intelligent Environment for Learning Introductory Programming.- Programming Environments for Novices.- Student Modeling in an Intelligent Programming Tutor.- Incidental Reification of Goals in an Intelligent Tutor for Smalltalk.- Methodology and Design Issues in Capra, an Environment for Learning Program Construction.- Linking Theory with ITS Implementation: Models of Programming and the Development of Programming Tutors.- Two and One-Half Approaches to Helping Novices Learn Recursion.- Knowledge Based Tools in Software Engineering Education.- Analogies in an Intelligent Programming Environment for Learning LISP.- Redressing ITS Fallacies Via Software Visualization.- Learning Programming in School Environments.- Registermachine as a Mental Model for Understanding Computer Programming.- Cognitive Structures and Cognitive Strategies in Algorithmic Thinking.- Young Novices Using an Intuitive Mental Schema to Construct Generalised Geometrical Tools.- Thinking Algebraically: Pupil Models Developed in Logo and a Spreadsheet Environment.- Learning Programming as a Cognitive Apprenticeship Through Conflicts.
Herstellerkennzeichnung:
Springer Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE
E-Mail: juergen.hartmann@springer.com
