Computing Education (TOCE)


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ACM Transactions on Computing Education (TOCE), Volume 18 Issue 1, December 2017

Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review
Yizhou Qian, James Lehman
Article No.: 1
DOI: 10.1145/3077618

Efforts to improve computer science education are underway, and teachers of computer science are challenged in introductory programming courses to help learners develop their understanding of programming and computer science. Identifying and...

Teaching Software Product Lines: A Snapshot of Current Practices and Challenges
Mathieu Acher, Roberto E. Lopez-Herrejon, Rick Rabiser
Article No.: 2
DOI: 10.1145/3088440

Software Product Line (SPL) engineering has emerged to provide the means to efficiently model, produce, and maintain multiple similar software variants, exploiting their common properties, and managing their variabilities (differences). With over...

Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
David Weintrop, Uri Wilensky
Article No.: 3
DOI: 10.1145/3089799

The number of students taking high school computer science classes is growing. Increasingly, these students are learning with graphical, block-based programming environments either in place of or prior to traditional text-based programming...

Developing Computational Thinking through a Virtual Robotics Programming Curriculum
Eben B. Witherspoon, Ross M. Higashi, Christian D. Schunn, Emily C. Baehr, Robin Shoop
Article No.: 4
DOI: 10.1145/3104982

Computational thinking describes key principles from computer science that are broadly generalizable. Robotics programs can be engaging learning environments for acquiring core computational thinking competencies. However, few empirical studies...

How Student Centered is the Computer Science Classroom? A Survey of College Faculty
Scott Grissom, Renée Mccauley, Laurie Murphy
Article No.: 5
DOI: 10.1145/3143200

Student-centered instructional practices structure a class so that students interact with each other, engage deeply with the content, and receive formative feedback. These evidence-based practices benefit all students but are particularly...