A theory of instruction for introductory programming skills

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.     

‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships

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痕迹形成并存在于犯罪活动本身内在的物质间的互换中，而物质互换就是微量物证形成的直接原因。这反映出微量物证与痕迹之间天然的伴生关系。基于这一认识，兼之痕迹多样化的特征，开展对微量物证与痕迹的关系及其综合利用问题的研究于犯罪学就具有特别的意义。     

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党的十一届三中全会以来,以邓小平为核心的党的第二代领导集体,提出了适合中国国情的经济建设理论——社会主义市场经济理论;以江泽民为核心的党的第三代领导集体,结合我国经济建设中出现的新情况和新问题,勇于创新、与时俱进,使邓小平经济理论在实践中得到了丰富和发展,极大地推动了我国经济建设的步伐。     

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