Concrete examples of abstraction as manifested in students' transformative experiences

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dc.contributor.author Boustedt, Jonas
dc.contributor.author Zander, Carol
dc.contributor.author Mostrom, Jan Eric
dc.contributor.author McCartney, Robert
dc.contributor.author Sanders, Kate
dc.contributor.author Thomas, Lynda
dc.contributor.author Eckerdal, Anna
dc.date.accessioned 2009-01-27T08:40:05Z
dc.date.available 2009-01-27T08:40:05Z
dc.date.issued 2008-09-07
dc.identifier.citation Boustedt , J , Zander , C , Mostrom , J E , McCartney , R , Sanders , K , Thomas , L & Eckerdal , A 2008 , ' Concrete examples of abstraction as manifested in students' transformative experiences ' pp. 125-136 . en
dc.identifier.other PURE: 98858
dc.identifier.other dspace: 2160/1866
dc.identifier.uri http://hdl.handle.net/2160/1866
dc.identifier.uri http://portal.acm.org/citation.cfm?id=1404520.1404533&jmp=cit&coll=Portal&dl=GUIDE&CFID=19175696&CFTOKEN=37950202#CIT en
dc.description Moström, J. E., Boustedt, J., Eckerdal, A., McCartney, R., Sanders, K., Thomas, L., and Zander, C. 2008. Concrete examples of abstraction as manifested in students' transformative experiences. In Proceeding of the Fourth international Workshop on Computing Education Research (Sydney, Australia, September 06 - 07, 2008). ICER '08. ACM, New York, NY, 125-136. en
dc.description.abstract This paper examines transformational learning experiences of computing students as a way to better understand threshold concepts in computing. From empirical evidence we found that students often describe transformative experiences as learning situations in which they were led to use various kinds of abstraction, for example modularity, data abstraction, inheritance, polymorphism, reuse, design patterns, and complexity. Some students describe an abstract concept as coming first, and then needing to be made concrete though application; others describe transformations in which they learn the advantages of these abstract concepts from their experience of not using them. Abstraction is certainly of central importance in computer science. It appears, however, from our students' descriptions of transformative experiences, that abstraction per se is not a threshold, but that particular concepts in which abstraction is paramount exhibit the characteristics of threshold concepts. en
dc.format.extent 12 en
dc.language.iso eng
dc.relation.ispartof en
dc.title Concrete examples of abstraction as manifested in students' transformative experiences en
dc.type Text en
dc.type.publicationtype Conference paper en
dc.identifier.doi http://dx.doi.org/10.1145/1404520.1404533
dc.contributor.institution Department of Computer Science en
dc.contributor.institution Software Engineering en
dc.description.status Non peer reviewed en


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