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| Content Provider | ACM Digital Library |
|---|---|
| Author | Whalley, Jacqueline L. Simon, Beth Prasad, Christine Lister, Raymond Thompson, Errol |
| Abstract | This paper reports on the authors use of the SOLO taxonomy to describe differences in the way students and educators solve small code reading exercises. SOLO is a general educational taxonomy, and has not previously been applied to the study of how novice programmers manifest their understanding of code. Data was collected in the form of written and think-aloud responses from students (novices) and educators (experts), using exam questions. During analysis, the responses were mapped to the different levels of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. These results are consistent with the literature on the psychology of programming, but the work in this paper extends on these findings by analyzing the design of exam questions. |
| Starting Page | 118 |
| Ending Page | 122 |
| Page Count | 5 |
| File Format | |
| ISSN | 00978418 |
| DOI | 10.1145/1140123.1140157 |
| Journal | ACM SIGCSE Bulletin (SGCS) |
| Volume Number | 38 |
| Issue Number | 3 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 1978-02-01 |
| Publisher Place | New York |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Cs1 Novice programmers Comprehension Solo taxonomy |
| Content Type | Text |
| Resource Type | Article |
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