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Jens Bennedsen

Persistence of elementary programming skills

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Programming is recognised as one of seven grand challenges in
computing education and attracts much attention in computing
education research. Most research in the area concerns teaching
methods, educational technology and student understanding/misconceptions.
Typically, evaluation of learning outcome takes place during
or immediately following the educational activity. In this research, we
conduct a qualitative investigation of sustainability of programming
competence by studying the effect of recalling programming
competence long time after the educational activity has taken place.
Our population consists of 10 students who have taken an
introductory object-oriented programming course 3, 15 or 27 months
prior to our study. None of the students have been exposed to
programming in the intervening period. As expected, our research
shows that syntactical issues in general hinder immediate programming
productivity, but more interestingly it also indicate that a tiny
retraining activity and simple guidelines is enough to recall programming
competence and overcome syntactical issues.
TidsskriftComputer Science Education
Sider (fra-til)81-107
Antal sider27
StatusUdgivet - 25 jun. 2012


  • CS1; object-oriented programming; remembering

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