Show simple item record Boustedt, Jonas Zander, Carol Mostrom, Jan Eric McCartney, Robert Sanders, Kate Thomas, Lynda Eckerdal, Anna 2009-01-27T08:40:05Z 2009-01-27T08:40:05Z 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 . DOI: 10.1145/1404520.1404533 en
dc.identifier.other PURE: 98858
dc.identifier.other PURE UUID: a07fb658-6f8f-4570-9b50-8e0d294df297
dc.identifier.other dspace: 2160/1866
dc.identifier.other DSpace_20121128.csv: row: 1530
dc.identifier.other dspace: 2160/4638
dc.identifier.other DSpace_20121128.csv: row: 3604
dc.identifier.other Scopus: 59249083909
dc.identifier.uri 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.rights en
dc.title Concrete examples of abstraction as manifested in students' transformative experiences en
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontoconference/paper en
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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