Peer reviewedERIC Number: EJ331848
Record Type: Journal
Publication Date: 1986
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Cognitive Consequences of Programming: Augmentations to Basic Instruction.
Dalbey, John; Linn, Marcia C.
Journal of Educational Computing Research, v2 n1 p75-93 1986
Describes a study of junior high students which investigated academic achievement and higher cognitive skill development outcomes of a computer programming course in which two augmentations to traditional BASIC instruction were compared. A model for understanding learning outcomes is presented, suggesting ways to augment instruction to focus on higher cognitive skills. (MBR)
Descriptors: Academic Achievement, Cognitive Development, Instructional Improvement, Intermode Differences, Junior High School Students, Outcomes of Education, Problem Solving, Programing, Programing Languages, Secondary Education, Sex Differences, Skill Development, Student Evaluation, Transfer of Training
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
