driving advances in computing education through application of educational psychology principles by...
TRANSCRIPT
![Page 1: Driving Advances in Computing Education through Application of Educational Psychology Principles By Richard Catrambone (School of Psychology) and Mark](https://reader036.vdocument.in/reader036/viewer/2022080916/56649e535503460f94b48bb8/html5/thumbnails/1.jpg)
Driving Advances in Computing Education through
Application of Educational Psychology Principles
By Richard Catrambone (School of Psychology) and Mark Guzdial (School of Interactive
Computing)
![Page 2: Driving Advances in Computing Education through Application of Educational Psychology Principles By Richard Catrambone (School of Psychology) and Mark](https://reader036.vdocument.in/reader036/viewer/2022080916/56649e535503460f94b48bb8/html5/thumbnails/2.jpg)
Goal: Learn to program without hours in front of the IDE
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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.
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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 ebook text+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