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ORCIDComputer Science Education, Volume 15
Volume 15, Number 1, 2005
- Marian Petre, Thomas R. G. Green:
Editorial. 3-5
- Connor Hughes, Jim Buckley, Chris Exton, Des O'Carroll, et al.:
Towards a Framework for Characterising Concurrent Comprehension. 7-24 - Matthew C. Jadud:
A First Look at Novice Compilation Behaviour Using BlueJ. 25-40 - Simon Lynch, Keerthi Rajendran:
Multi-agent Systems Design for Novices. 41-57 - Jorma Sajaniemi, Marja Kuittinen:
An Experiment on Using Roles of Variables in Teaching Introductory Programming. 59-82
Volume 15, Number 2, 2005
- Kirsti Ala-Mutka
:
A Survey of Automated Assessment Approaches for Programming Assignments. 83-102 - Sami Surakka, Lauri Malmi:
Need Assessment of Computer Science and Engineering Graduates. 103-121 - Esko Nuutila, Seppo Törmä, Lauri Malmi:
PBL and Computer Programming - The Seven Steps Method with Adaptations. 123-142 - Christian Holmboe:
Conceptualization and Labelling as Cognitive Challenges for Students of Data Modelling. 143-161
Volume 15, Number 3, 2005
- Sue Fitzgerald, Mark Guzdial:
Special issue on doctoral research in computer science education. 163
- Lori Postner, Reed Stevens:
What resources do CS1 students use and how do they use them? 165-182 - H. Chad Lane, Kurt VanLehn:
Teaching the tacit knowledge of programming to noviceswith natural language tutoring. 183-201 - Noa Ragonis, Mordechai Ben-Ari:
A long-term investigation of the comprehension of OOP concepts by novices. 203-221 - Philip R. Ventura Jr.:
Identifying predictors of success for an objects-first CS1. 223-243
Volume 15, Number 4, 2005
- Stephan K. Chalup, Drew Mellor, Fran Rosamond:
The machine intelligence Hex project. 245-273 - Yael Dubinsky, Orit Hazzan:
A framework for teaching software development methods. 275-296 - Josh Tenenberg, Laurie Murphy:
Knowing what I know: An investigation of undergraduate knowledge and self-knowledge of data structures. 297-315
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