The Software Process: A Parallel Approach through Problem Solving and Program Development

Deek, Fadi P.

doi:10.1076/csed.9.1.43.3812

Cited by 11 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some schools offer one, while others offer three or more. In any case, the choice of the language itself should be the least concern; problem-solving, programming methodology and supporting tools are the important issues, and that is another subject that needs to considered (Deek, 1997(Deek, ,1999. Generally, the duration of programming courses ranges from six months to two years.…”

Section: Computer Science Education In New Jersey: a Case Studymentioning

confidence: 98%

Status of Computer Science Education in Secondary Schools: One State's Perspective

Deek¹,

Kimmel²

1999

Computer Science Education

Self Cite

View full text Add to dashboard Cite

New Jersey Institute of Technology (NJIT) has convened the yearly Conference on Computer Science Education in the Secondary Schools since 1995 to discuss and carry out a systematic study of issues facing computer science education in the state of New Jersey. The goal is to address the implications of these curricular issues, identify the obstacles to classroom implementation, and to make suggestions for possible solutions. The outcome of these conferences is a clear indication that a seamless articulation between high-school programs and those at university level is of critical importance for secondary school educators and could serve as the foundation for implementing a computer science curriculum in the schools. This paper reviews the current status of secondary schools computer science education in the state of New Jersey and discusses curriculum guidelines formulated by conference participants, themselves classroom teachers. This work, along with previous curriculum recommendations reported in the literature, is intended to serve as the stepping-stone towards establishing and promoting computer science as a recognized discipline in New Jersey's secondary schools.

show abstract

Section: Computer Science Education In New Jersey: a Case Studymentioning

confidence: 98%

Status of Computer Science Education in Secondary Schools: One State's Perspective

Deek¹,

Kimmel²

1999

Computer Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Historically, the vast majority of problem-solving studies in computing education have examined problem-solving in relation to computer programming, targeting students in introductory programming classes. Among the reasons for this predominance, Deek [12] emphasized the similarities between the processes involved in solving problems and program development. In programming, problem-solving processes have been modeled through various problem-solving frameworks that have emerged within the discipline (e.g., [13,14]), or have been based on George Polya's [15] four-step problem-solving process (e.g., [12,16]).…”

Section: Introductionmentioning

confidence: 99%

“…Among the reasons for this predominance, Deek [12] emphasized the similarities between the processes involved in solving problems and program development. In programming, problem-solving processes have been modeled through various problem-solving frameworks that have emerged within the discipline (e.g., [13,14]), or have been based on George Polya's [15] four-step problem-solving process (e.g., [12,16]). In these frameworks, problemsolving has been observed primarily as a discipline-specific set of cognitive skills employed by the problem solver while performing computer programming tasks.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Bubnic,

Mernik,

Kosar

2024

Mathematics

View full text Add to dashboard Cite

Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

show abstract

“…In computer science education, various aspects of PS have been examined. On the one hand, some authors [ 32 , 35 – 37 ] write about students’ PS performance, which consists of programmers’ PS strategies and program development skills. On the other hand, Gluga et al [ 9 ] argue that not all students are capable of a certain performance of PS, as it depends largely on their general abstract reasoning skills.…”

Section: Introductionmentioning

confidence: 99%

Assessment of problem solving ability in novice programmers

et al. 2018

View full text Add to dashboard Cite

Problem Solving (PS) skills allow students to handle problems within an educational context. PS is a core competence of Computer Science education and affects programming success. In this vein, this paper aims to investigate PS ability performance in primary school pupils of a computer course, implemented according to the Neo-Piagetian theory of cognitive development. The study included 945 Slovenian pupils, ranging from fourth to sixth grade. The effects of gender, age and consecutive years of attending the course were examined on pupils’ PS ability at the pre-operational and concrete operational stages. Pupils completed a survey questionnaire with four types of tasks (a series of statements, if-statements, loops and variables) at both stages. The analysis revealed three findings: the performance of PS ability in all tasks was, at the pre-operational stage, associated positively with performance at the concrete operational stage; there were no gender differences in PS performance at both stages, and both the grade and consecutive year of taking the computer course had an effect on PS ability performance at both stages. Those in the lowest grade and those taking the course for the first year reported lower performances than their older counterparts. These findings may help curriculum designers across the world develop efficient approaches to teaching computer courses.

show abstract

The Software Process: A Parallel Approach through Problem Solving and Program Development

Cited by 11 publications

References 15 publications

Status of Computer Science Education in Secondary Schools: One State's Perspective

Status of Computer Science Education in Secondary Schools: One State's Perspective

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Assessment of problem solving ability in novice programmers

Contact Info

Product

Resources

About