Relevant bibliographies by topics / Novice programmer

Academic literature on the topic 'Novice programmer'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Novice programmer"

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Yarmish, Gavriel, and Danny Kopec. "Revisiting novice programmer errors." ACM SIGCSE Bulletin 39, no. 2 (June 2007): 131–37. http://dx.doi.org/10.1145/1272848.1272896.

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Yulianto, Budi, Harjanto Prabowo, Raymond Kosala, and Manik Hapsara. "Novice Programmer = (Sourcecode) (Pseudocode) Algorithm." Journal of Computer Science 14, no. 4 (April 1, 2018): 477–84. http://dx.doi.org/10.3844/jcssp.2018.477.484.

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Bishop-Clark, Catherine. "Protocol analysis of a novice programmer." ACM SIGCSE Bulletin 24, no. 3 (September 1992): 14–18. http://dx.doi.org/10.1145/142040.142052.

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Nurulain Mohd Rum, Siti, and Maslina Zolkepli. "Metacognitive Strategies in Teaching and Learning Computer Programming." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 788. http://dx.doi.org/10.14419/ijet.v7i4.38.27546.

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It has been noted that teaching and learning programming is challenging in computer science education and that this is a universal problem. To understand and to code programs are perceived as being very challenging in computer science education. This is due to the demand for practical ability rather than theory alone. Studies have revealed that students with metacognitive management skills perform well in programming compared to lower-performing students. The more difficult the programming activity, the greater the need for the programmer to own metacognitive control skills. The cognitive processes in learning computer programming require a novice programmer to develop metacognitive skills. The main objective of this research work is to identify the metacognitive strategies in teaching and learning programming. An exploratory study was setup to identify the level of metacognition awareness of novice programmers using the MAI instrument. Interview sessions with expert lecturers were also conducted to identify the metacognitive approaches and the pedagogical method applied in the teaching and learning activities. The learning behaviours of novices were also identified through the interviewing sessions. It can be concluded that there is a correlation between the metacognitive awareness level of an individual and their academic achievement.
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McCall, Davin, and Michael Kölling. "A New Look at Novice Programmer Errors." ACM Transactions on Computing Education 19, no. 4 (November 2019): 1–30. http://dx.doi.org/10.1145/3335814.

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Ebrahimi, Alireza. "Novice programmer errors: language constructs and plan composition." International Journal of Human-Computer Studies 41, no. 4 (October 1994): 457–80. http://dx.doi.org/10.1006/ijhc.1994.1069.

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Rodrigo, Ma Mercedes T., Ryan S. Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, Jessica O. Sugay, and Emily S. Tabanao. "Affective and behavioral predictors of novice programmer achievement." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 156–60. http://dx.doi.org/10.1145/1595496.1562929.

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Sollohub, Curtis. "Programming Templates: Professional Programmer Knowledge Needed By the Novice." Computer Science Education 2, no. 3 (January 1991): 255–66. http://dx.doi.org/10.1080/0899340910020306.

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Kranch, Douglas A. "Teaching the novice programmer: A study of instructional sequences and perception." Education and Information Technologies 17, no. 3 (May 10, 2011): 291–313. http://dx.doi.org/10.1007/s10639-011-9158-8.

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Karsten, Rex, and Shashidhar Kaparthi. "Using dynamic explanations to enhance novice programmer instruction via the WWW." Computers & Education 30, no. 3-4 (April 1998): 195–201. http://dx.doi.org/10.1016/s0360-1315(97)00063-8.

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Dissertations / Theses on the topic "Novice programmer"

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McCall, Davin. "Novice programmer errors : analysis and diagnostics." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61340/.

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All programmers make errors when writing program code, and for novices the difficulty of repairing errors can be frustrating and demoralising. It is widely recognised that compiler error diagnostics can be inaccurate, imprecise, or otherwise difficult for novices to comprehend, and many approaches to mitigating the difficulty of dealing with errors are centered around the production of diagnostic messages with improved accuracy and precision, and revised wording considered more suitable for novices. These efforts have shown limited success, partially due to uncertainty surrounding the types of error that students actually have the most difficulty with - which has most commonly been assessed by categorising them according to the diagnostic message already produced - and a traditional approach to the error diagnosis process which has known limitations. In this thesis we detail a systematic and thorough approach both to analysing which errors that are most problematic for students, and to automated diagnosis of errors. We detail a methodology for developing a category schema for errors and for classifying individual errors in student programs according to such a schema. We show that this classification results in a different picture of the distribution of error types when compared to a classification according to diagnostic messages. We formally define the severity of an error type as a product of its frequency and difficulty, and by using repair time as an indicator of difficulty we show that error types rank differently via severity than they do by frequency alone. Having developed a ranking of errors according to severity, we then investigate the contextual information within source code that experienced programmers can use to more accurately and precisely classify errors than compiler tools typically do. We show that, for a number of more severe errors, these techniques can be applied in an automated tool to provide better diagnostics than are provided by traditional compilers.
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Nevins, Cole. "The effect of correspondence highlighting on novice programmer instruction." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/c_nevins_042409.pdf.

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Thesis (M.S. in computer science)--Washington State University, May 2009.
Title from PDF title page (viewed on May 26, 2009). "School of Electrical Engineering and Computer Science." Includes bibliographical references (p. 64-72).
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Alameh, Rola. "Investigating the effects of HPC novice programmer variations on code performance." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7783.

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Thesis (M.S.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Seals, Cheryl Denise. "A framework for Learning and Reuse in Visual Programming Environments: Supporting Novice Programmer Development of Educational Simulations." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/28766.

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Incorporating computers into daily K-12 classroom teaching promises to benefit student learning, and improve teaching practice substantially. Computer enhanced curricula may enable more teachers to create exploratory and inquiry based lessons, but in most cases supporting software have only been realized as practice tools for specific rote learning skills. Drills do little to help students develop higher-order reasoning and problem-solving skills. With more computers in the classroom, the assumption was that computers would be integrated into curricula with a high usage of educational software, but research suggests that this assumption has not been borne out (Powell & Okey, 1994; Tyack & Cuban, 1995). Our general argument is that systems whose usability characteristics have been designed to meet teachers" needs and that can be easily tailored to meet specific teaching objectives are more likely to be incorporated into everyday teaching practices. One type of computer-based activity that enables teachers to engage students in exploratory learning is an educational simulation. Many educational software packages that build simulations have limited usability because they have unmodifiable, limited modifiable or difficult-to-modify functionality. Still others are useful, but are too expensive for many schools to afford. These packages fall short of achieving the ultimate goal of providing useful classroom simulation technology " providing teachers with the option of building simulations from scratch or reusing existing simulations by adapting their functionality. Because teachers have limited time to learn new technology or develop new simulations, this research focused on developing a new framework that would help teachers create easily adaptable and reusable customized educational materials, encouraging them to use these materials to build and extend simulations in collaboration with their students. We began our study by analyzing the currently available tools for visual construction of educational simulations; we used the results of these analyses to develop an alternative environment"SimBuilder. This environment was designed to address the general usability and programming style issues observed in our analysis of other tools. A minimalist self-study tutorial was designed to support rapid start-up and use of the SimBuilder. Through a comparative analysis using a state-of-the-art environment (AgentSheets) that collected a wide range of quantitative and qualitative measures of learning, programming style, usability, motivation, and strategies for code reuse, we determined that SimBuilder offers an improved environment for teachers to construct educational simulations.
Ph. D.
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Porter, Ronald, and ron porter@infoeng flinders edu au. "Design Patterns in Learning to Program." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.153554.

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This thesis argues the case for the use of a pattern language based on the basic features of the programming language used in instruction for the teaching of programming. We believe that the difficulties that novices are known to have encountered with the task of learning to program ever since the inception of computers derive from a basic misfit between the language used to communicate with a computer, the programming language, and the way that humans think. The thrust of the pattern language idea is that patterns are the essential element in understanding how the mind words in that they are the source of that relationship that we call `meaning'. What an entity or event `means' to us derives from the effect that it has on us as living biological beings, a relationship that exists in the `real world', not from any linguistic relationship at the symbolic level. Meaning, as a real world relationship, derives from the patterns of interactions that constitute being. The meaning that an entity has for an individual is more than can be expressed in a formal definition, definitions are matters of agreement, convention, not the pattern of experience that the individual has acquired through living. What is missing for a novice in any skill acquisition process is meaning, the pattern of experience. All that we can give them using a formal linguistic system like a programming language is definitions, not meaning. Pattern language is the way that we think because it exists at that fundamental level of experience as living beings. The patterns of experience become the patterns of thought through recurrence, not through definition. But this takes time, so in presenting new material to a person trying to learn, we have to present it in the form of a pattern language, the 'cognitive map' that drives the problem solving process. Creativity is always a function of combining ideas, what is really being created is new meaning, not a program, or a house, or a poem, or a sculpture - these things are mere implementations of meaning. Ultimately meaning can derive only from experience, the pattern of life around us, so creativity is the language of experience, pattern language. The mind is the product of experience, creativity its modus operandi.
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Coull, Natalie J. "SNOOPIE : development of a learning support tool for novice programmers within a conceptual framework." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/522.

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Clarke, Anthony. "Instructional methods for novice programmers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28166.

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Computer programming is a relatively new phenomenon. Instructional methods in response to this new pedagogy have been many and varied. In the critical interplay between teacher and learner, the learners' perception of the instructional environment is perhaps one of the most important yet least understood variables. Little research has been devoted to understanding the learners' perceptions of the different instructional methods advocated. This study provides an insight into the students' perceptions of two instructional methods, and thus extends the knowledge base for decision making about learning environments for novice programmers. An introductory computer programming class of sixteen university students was divided into two groups, one to experience the Lecture-lab approach (teacher centred) and the other the Guided Self-discovery approach (student centred). To ensure an even balance of abilities between the two groups, student allocation was based on a test of programming ability and a test of field independence. During the study students completed two attitude questionnaires, three tests of programming ability and a log sheet for every class. At the conclusion of the experimentation period, eight of the sixteen students were interviewed. The results of the statistical (Pearson's correlation coefficient, t-tests) and interview analysis indicated that novice programmers prefer an instructional framework based on: a teaching style that allows active student participation and substantial student-teacher interactions, a learning environment that allows student exploration and substantial student-student interactions, and resource materials that include regular work sheet.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Citron, Judith Linda. "Cognitive processes of novice computer programmers." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019556/.

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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.

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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.
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Milner, Walter William. "Concept development in novice programmers learning Java." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1670/.

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It is hypothesised that the development of concepts in formal education can be understood through the ideas of non-literal language and conceptual integration networks. The notions of concept, understanding and meaning are examined in some depth from philosophical, psychological and linguistic standpoints. The view that most concepts are grasped through non-literal means such as metaphor and conceptual blend is adopted. The central contention is that this applies both to everyday ideas and to those presented to students in formal educational contexts, and that consequently such learning is best seen in those terms. Such learning is not founded upon literal language, but a construction by the student of a complex network of metaphor and conceptual blends. This is examined in the context of students learning programming, in particular in the language Java. The hypothesis is tested by analysing transcribed interviews with a wide range of students, triangulated with an examination of teaching materials, and the data is shown to be consistent with the hypothesis. However the approach is fundamental and is not concerned with specific features of programming or Java, so that conclusions are relevant across a wide range of disciplines, especially mathematics, science and engineering. The thesis provides a new way of examining course design and learning materials including lectures and textbooks. Discourse which might seem to be literal is in fact metaphorical and blended, since it is in that way that the expert community understands the ideas. The students’ construction of corresponding blends is on the basis of their learning experience, and course design features such as examples can be explained and evaluated in such terms.
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Books on the topic "Novice programmer"

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MARCEL: Simulating the novice programmer. Norwood, N.J: Ablex Pub., 1992.

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Roulston, James Kirkby. Enhancing the developer's interface for the novice programmer. (s.l: The Author), 1996.

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Walters, Richard F. ABCs of MUMPS: An Introduction for Novice and Intermediate Programmers. 2nd ed. Bedford, Mass: Digital Press, 1989.

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Kuzyk, Boris. Nikto, krome nas. Moskva: INĖS, 2000.

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Elliot, Soloway, and Spohrer James C, eds. Studying the novice programmer. Hillsdale, NJ: LEA, 1989.

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Elliot, Soloway, and Spohrer James C, eds. Studying the novice programmer. Hillsdale, N.J: L. Erlbaum Associates, 1989.

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Soloway, E., and J. C. Spohrer, eds. Studying the Novice Programmer. Psychology Press, 2013. http://dx.doi.org/10.4324/9781315808321.

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Spohrer, James C. Marcel: Simulating the Novice Programmer (Cognition and Computing Series). Ablex Pub, 1992.

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Marcel: Simulating the Novice Programmer (Cognition and Computing Series). Ablex Pub, 1992.

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Nanja, Murthi. An investigation of the on-line debugging process of expert and novice student programmers. 1988.

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Book chapters on the topic "Novice programmer"

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Lee, Diane Marie C., Ma Mercedes T. Rodrigo, Ryan S. J. d. Baker, Jessica O. Sugay, and Andrei Coronel. "Exploring the Relationship between Novice Programmer Confusion and Achievement." In Affective Computing and Intelligent Interaction, 175–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24600-5_21.

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Rubio, Miguel A. "Automated Prediction of Novice Programmer Performance Using Programming Trajectories." In Lecture Notes in Computer Science, 268–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52240-7_49.

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Cruz, Gilbert, Jacob Jones, Meagan Morrow, Andres Gonzalez, and Bruce Gooch. "An AI System for Coaching Novice Programmers." In Learning and Collaboration Technologies. Technology in Education, 12–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_2.

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Van de Staey, Zimcke, Natacha Gesquière, and Francis wyffels. "A Social Robot Activity for Novice Programmers." In Robotics in Education, 72–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82544-7_8.

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Höfer, Andreas. "Exploratory Comparison of Expert and Novice Pair Programmers." In Software Engineering Techniques, 218–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22386-0_17.

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Fischer, Konrad, Sarah Vaupel, Niels Heller, Sebastian Mader, and François Bry. "Effects of Competitive Coding Games on Novice Programmers." In Educating Engineers for Future Industrial Revolutions, 464–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_43.

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Worsley, Marcelo, and Paulo Blikstein. "Programming Pathways: A Technique for Analyzing Novice Programmers’ Learning Trajectories." In Lecture Notes in Computer Science, 844–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_127.

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Bernard, Margaret, and Eshwar Bachu. "Enhancing the Metacognitive Skill of Novice Programmers Through Collaborative Learning." In Intelligent Systems Reference Library, 277–98. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_11.

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Butler, Reilly, Greg Edelston, Jazmin Gonzalez-Rivero, Derek Redfern, Brendan Ritter, Orion Taylor, and Ursula Wolz. "A Collaboration Based Community to Track Idea Diffusion Amongst Novice Programmers." In Lecture Notes in Computer Science, 539. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0_56.

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Marin, Victor J., Maheen Riaz Contractor, and Carlos R. Rivero. "Flexible Program Alignment to Deliver Data-Driven Feedback to Novice Programmers." In Intelligent Tutoring Systems, 247–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3_27.

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Conference papers on the topic "Novice programmer"

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Ichinco, Michelle, and Caitlin Kelleher. "Exploring novice programmer example use." In 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2015. http://dx.doi.org/10.1109/vlhcc.2015.7357199.

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Seals, C. "Visual programming for novice programmer teachers." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201638.

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McCall, Davin, and Michael Kolling. "Meaningful categorisation of novice programmer errors." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044420.

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Seals, Cheryl. "Visual programming for novice programmer teachers." In the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095242.1095254.

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Cunningham, Kathryn. "The novice programmer needs a plan." In 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2018. http://dx.doi.org/10.1109/vlhcc.2018.8506481.

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Houssein, Souleiman Ali, and Yvan Peter. "Evaluation of algorithms to support novice programmer." In the 10th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3290511.3290529.

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Mohamed Shuhidan, Shuhaida, Margaret Hamilton, and Daryl D'Souza. "Understanding novice programmer difficulties via guided learning." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999808.

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Tan, Sheng. "Session details: Paper Session: Novice Programmer Behaviors." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3385548.

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Rodrigo, Ma Mercedes T., Emily S. Tabanao, Ryan S. Baker, Matthew C. Jadud, Anna Christine M. Amarra, Thomas Dy, Maria Beatriz V. Espejo-Lahoz, Sheryl Ann L. Lim, Sheila A. M. S. Pascua, and Jessica O. Sugay. "Affective and behavioral predictors of novice programmer achievement." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562929.

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Lister, Raymond. "On the cognitive development of the novice programmer." In CSERC '20: the 9th Computer Science Education Research Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3442481.3442498.

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Reports on the topic "Novice programmer"

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Bertholf, Christopher. Comprehension of Literate Programs by Novice and Intermediate Programmers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6456.

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Kelleher, Caitlin, and Randy Pausch. Lowering the Barriers to Programming: A Survey of Programming Environments and Languages for Novice Programmers. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada457911.

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