Parallel to the growth of computer usage in society is the growth
of programming instruction in schools. This informative volume
unites a wide range of perspectives on the study of novice
programmers that will not only inform readers of empirical
findings, but will also provide insights into how novices reason
and solve problems within complex domains. The large variety of
methodologies found in these studies helps to improve programming
instruction and makes this an invaluable reference for researchers
planning studies of their own. Topics discussed include historical
perspectives, transfer, learning, bugs, and programming
environments.
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