Northampton Electronic Collection of Theses and Research

Is it visual? The importance of a problem solving module within a computing course

Kariyawasam, K. A., Turner, S. J. and Hill, G. (2012) Is it visual? The importance of a problem solving module within a computing course. Computer Education. 10(166), pp. 9-11. 1672-5913.

Item Type: Article
Abstract: This paper looks at student’s view of the usefulness of a problem solving and programming module in the first year of a 3-year undergraduate program. The School of Science and Technology, University of Northampton, UK has been investigating, over the last seven years the teaching of problem solving. Including looking at whether a more visual approach has any benefits (the visual programming includes both 2-d and graphical user interfaces). Whilst the authors have discussed the subject problem solving and programming in the past (Turner and Hill) this paper considers the students perspective from research collected/collated by a student researcher under a new initiative within the University. All students interviewed either had completed the module within the two years of the survey or were completing the problem-solving module in their first year.
Uncontrolled Keywords: Problem solving, visual, student experience, programming
Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science > QA76.6 Programming. Study and teaching. Research
Creators: Kariyawasam, K A, Turner, Scott J and Hill, Gary
Publisher: Jisuanji Jiaoyu
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Research Group > Science and Technology Research in Pedagogy
University Faculties, Divisions and Research Centres - OLD > School of Science and Technology (2010-2016)
Faculties > Faculty of Arts, Science & Technology > Computing
Date: 25 May 2012
Date Type: Publication
Page Range: pp. 9-11
Journal or Publication Title: Computer Education
Volume: 10
Number: 166
Language: English
ISSN: 1672-5913
Status: Published / Disseminated
References: Adams, J., Turner, S., Kaczmarczyk, S., Picton, P. and Demian, P., (2008). Problem Solving and Creativity for Undergraduate Engineers: findings of an action research project involving robots International Conference on Engineering Education ICEE 2008, Budapest, Hungary. Culwin F, Adeboye K, Campbell P (2006) Pooples-Pre-Object Orientated Programming Learning Environments Proceedings of 7th Annual Conference of the ICS HE Academy Trinity College, Dublin, 29th - 31st August 2006 pg. 59-63 Greenfoot (2012) Greenfoot [online] URL: accessed on 1/1/2012 Hill G. J., Turner S. (2011) "Chapter 7: Problems First", Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons, M Hussey, X Xu & B Wu (Eds.), IGI Global, USA, pp 110-126, ISBN: 978-1-60960-797-5. Lawhead PB, Bland CG, Barnes DJ, Duncan ME, Goldweber M, Hollingsworth RG, Schep M (2003), A Road Map for Teaching Introductory Programming Using LEGO Mindstorms Robots SIGCSE Bulletin, 35(2): 191-201. Turner S., Hill G. J., (2010) Innovative Use of Robots and Graphical Programming in Software Education, Computer Education, Volume 9, May 2010, pp. 54-6, ISSN: 1672-5913. Turner S, Hill G, Adams (2009) "Robots in problem solving in programming" 9th 1-day Teaching of Programming Workshop, University of Bath, 6th April 2009. Turner S and Hill G (2008) "Robots within the Teaching of Problem-Solving" ITALICS vol. 7 No. 1 June 2008 pp. 108-119 ISSN 1473-7507 Turner S., Hill G. J., (2007) Robots in Problem-Solving and Programming 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007, pp 82-85 ISBN 0-978-0-9552005-7-1 Turner S., Hill G. J., (2006) The Inclusion of Robots Within The Teaching OF Problem Solving: Preliminary Results, 7th Annual Conference of the ICS HE Academy, Trinity College, Dublin, 29th - 31st August 2006, Proceedings pg 241-242 ISBN 0-9552005-3-9 Williams AB (2003) The Qualitative Impact of Using LEGO MINDSTORMS Robot to Teach Computer Engineering IEEE Trans. Educ. Vol. 46 pp. 206.

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