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Driving Advances in Computing Education through Application of Educational Psychology Principles

Driving Advances in Computing Education through Application of Educational Psychology Principles. By Richard Catrambone (School of Psychology) and Mark Guzdial (School of Interactive Computing). Goal: Learn to program without hours in front of the IDE.

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Driving Advances in Computing Education through Application of Educational Psychology Principles

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  1. Driving Advances in Computing Education throughApplication of Educational Psychology Principles By Richard Catrambone (School of Psychology) and Mark Guzdial (School of Interactive Computing)

  2. Goal: Learn to program without hours in front of the IDE

  3. Studying the issues ofIn-service CS Teacher Education • Study of adult/professional students in CS classes. • They don’t have the time to spend hours in front of the IDE. • Lacking background, e.g., in mathematics. • They get stymied by small errors.

  4. Could teachers learn CS the way that they learn anything else? • Designing CS instruction as we would other forms of instruction. • Study from a book? • Bad idea: Ed psych says text (programs) + text (explanation) => cognitive overload • Maybe an ebooktext+narration • With links to necessary background knowledge • With lots of examples • Catrambone has expertise in choosing and structuring examples for learning (Catrambone & Yusa, 2006; Gerjets, Scheiter, & Catrambone, 2006; Catrambone, 1998) • And practice on syntax • Like phonics for learning language • More practice with feedback is better for learning

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