Strategies that students use to trace code: an analysis based in grounded theory

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dc.contributor.author Simon, B.
dc.contributor.author Thomas, Lynda
dc.contributor.author Fitzgerald, Sue
dc.date.accessioned 2008-09-26T12:50:33Z
dc.date.available 2008-09-26T12:50:33Z
dc.date.issued 2005-10
dc.identifier.citation Simon , B , Thomas , L & Fitzgerald , S 2005 , ' Strategies that students use to trace code: an analysis based in grounded theory ' pp. 69-80 . en
dc.identifier.other PURE: 77749
dc.identifier.other dspace: 2160/657
dc.identifier.uri http://hdl.handle.net/2160/657
dc.identifier.uri http://doi.acm.org/10.1145/1089786.1089793 en
dc.description Fitzgerald, S., Simon, B., and Thomas, L. 2005. Strategies that students use to trace code: an analysis based in grounded theory. In Proceedings of the First international Workshop on Computing Education Research (Seattle, WA, USA, October 01 - 02, 2005). ICER '05. ACM, New York, NY, 69-80 en
dc.description.abstract How do beginning students approach problems which require them to read and understand code? We report on a Grounded Theory-based analysis of student transcripts from 12 institutions where students were asked to 'think aloud' when solving such problems. We identify 19 strategies used by students. Primary results are that all students employ a range of strategies, there were (in total) many different strategies that were applied, students use multiple strategies on each individual problem, students applied different strategies to different types of questions, and students often applied strategies poorly. We show that strategies conform with existing education theories including Bloom's Taxonomy and the Approaches to Study Inventory. Additionally, we discuss emergent theories developed through a card sort process. en
dc.format.extent 12 en
dc.language.iso eng
dc.relation.ispartof en
dc.title Strategies that students use to trace code: an analysis based in grounded theory en
dc.type Text en
dc.type.publicationtype Conference 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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