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Physical Sciences and Mathematics Commons™
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Full-Text Articles in Physical Sciences and Mathematics
Visual Iconic Object-Oriented Programming To Advance Computer Science Education And Novice Programming, Nancy Silva Martinez
Visual Iconic Object-Oriented Programming To Advance Computer Science Education And Novice Programming, Nancy Silva Martinez
Theses and Dissertations - UTB/UTPA
Learning how to program a computer is difficult for most people. Computer programming is a cognitively challenging, time consuming, labor intensive, and frustrating endeavor. Years of formal study and training are required to learn a programming language's world of algorithms and data structures. Instructions are coded in advance before the computer demonstrates the desired behavior. Seeing all the programming steps and instruction code is complicated. There exists a tremendous gap between the representations the human brain uses when thinking about a problem and the representations used in programming a computer. Often people are much better at dealing with specific, concrete …
Graduate School Of Computer And Information Sciences--Master Of Science Degree Programs 2001-2003, Nova Southeastern University
Graduate School Of Computer And Information Sciences--Master Of Science Degree Programs 2001-2003, Nova Southeastern University
College of Engineering and Computing Course Catalogs
No abstract provided.
Examining The Reflective Outcomes Of Asynchronous Computer-Mediated Communication On Inservice Teacher Development, Mark Hawkes, Alexander Romiszowski
Examining The Reflective Outcomes Of Asynchronous Computer-Mediated Communication On Inservice Teacher Development, Mark Hawkes, Alexander Romiszowski
Instructional Design, Development and Evaluation - All Scholarship
This study explored the professional development experiences of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meetings. Research methods including discourse analysis and archival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) …