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| Computer Science Education | 2 |
| Higher Education | 2 |
| Academic Achievement | 1 |
| Cognitive Style | 1 |
| Constructivism (Learning) | 1 |
| Instructional Design | 1 |
| Misconceptions | 1 |
| Programming | 1 |
| Sequential Learning | 1 |
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| Journal of Research on… | 2 |
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| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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| Gregorc Style Delineator | 1 |
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Peer reviewedMadison, Sandra; Gifford, James – Journal of Research on Technology in Education, 2002
Describes a study that explored the parameter-related misconceptions of two college students in an introductory programming course. Explains how they were able to construct correctly functioning modular programs by making adjustments to formal parameter lists; discusses results within a constructivist framework; and suggests implications for…
Descriptors: Computer Science Education, Constructivism (Learning), Higher Education, Instructional Design
Peer reviewedRoss, Jonathan L.; Drysdale, Maureen T. B.; Schultz, Robert A. – Journal of Research on Technology in Education, 2001
Investigated effects of cognitive learning style on academic performance in two university computer applications courses. Discusses use of the Gregorc Style Delineator to collect learning style information over a four-year period. Results indicated a significant effect of learning style on academic performance, and that sequential learners…
Descriptors: Academic Achievement, Cognitive Style, Computer Science Education, Higher Education
