Good question, Wilfred. I find your question itself interesting? What factors are you trying to optimize for? How are you going to produce better designers? By making students more able to intelllectually overpower the essential problem which is complexity? Or do you intend to leverage the wisdom of accumulated knowledge in the form of processes and models etc? For instance do you intend to teach the use of truth tables for organizing and solving problems with many variables in combination? Do you intend to teach state transition models and specification to solve problems in a systematic manner before reaching the point of committing the design to code? How about a mathematical based process http://www.scisstudyguides.addr.com/papers/cwdiss725paper1.htm ? What about reusable design models such as pipe-and-filter, command-and-control, control-loop etc http://www.cs.ioc.ee/yik/lib/9/Shaw1.html ?
Just my US$.02.
C Wayne Hardeman
Wilfred wrote:
Hello, everyone. I am new to this list. I am a mathematics and computer studies teacher in a secondary school in
Hong Kong. From my experience of teaching programming to beginners (novices), I discover that many of them
encounter lots of difficulties during the learning process. I try to search the Internet for some relevant research
ever done before. I am glad that previous research provide me with deeper understanding of the issue. At the
moment, I am interested in knowing whether there are any research done in the area of comparing the
effectiveness of different pedagogical models to novice programmers. I know that this problem crosses a few
areas in POP and I hope someone with expertise in this problem can give me some idea. Thank You.
Best regards,
Wilfred
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