000			02151cam a22003254a 4500
999			_c435 _d435
001			13489531
003			OSt
005			20190826104036.0
008			040213s2004 nyua b 001 0 eng
010			_a 2004041260
020			_a9026519699
040			_aDLC _cDLC _dDLC
042			_apcc
050	0	0	_aQA76.27 _b.C672 2004
082	0	0	_a004.07 FIN P _222
245	0	0	_aComputer science education research / _cedited by Sally Fincher and Marian Petre.
260			_aLondon ; _aNew York : _bTaylor & Francis, _c2004.
300			_aviii, 239 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and index.
505			_aPreface // Part One: the field and the endeavor // 1. Mapping the Territory // 2. A Preface to Pragmatics // 3. Post Significant Questions that Can Be Answered Empirically // 4. Link Research to Relevant Theory // 5. Provide a Coherent Explicit Chain of Reasoning // 6. Use methods that Permit Direct Investigation of the Question // 7. Replicate and Generalize Across Sstudies // 8. Disclose Research to Encourage Professional Scrutiny and Critique // Part One References and Notes // Part Two: perspectives and approaches // Introduction // 1. Misconceptions and Attitudes that Interfere with Learning to Program // 2. Critical Enquiry in CS Education // 3. Programming Environments for Novices // 4. Research on Learning to Design Software // 5. Learning to Program: Schema creation, application and evaluation // 6. Algorithm Visualization // List of Contributors // Index //
650		0	_aComputer science _xResearch.
650		0	_aComputer science _xStudy and teaching.
700	1		_aFincher, Sally, _d1959-
700	1		_aPetre, Marian, _d1959-
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0653/2004041260-d.html
856	4	2	_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy1110/2004041260-b.html
906			_a7 _bcbc _corignew _d1 _eocip _f20 _gy-gencatlg
942			_2ddc _cSTS