Reducing abstraction in high school computer science education

dc.contributor.author	Sakhnini Victoria
dc.contributor.author	Hazzan Orit
dc.date.accessioned	2018-02-05T14:33:50Z
dc.date.available	2018-02-05T14:33:50Z
dc.date.issued	2008
dc.identifier.uri	http://hdl.handle.net/123456789/7119
dc.description.abstract	The research presented in this article deals with the difficulties and mental processes involved in the definition, implementation, and use of abstract data types encountered by 12 th grade advanced-level computer science students. Research findings are interpreted within the theoretical framework of reducing abstraction [Hazzan 1999]. The article describes the research setting and findings and concludes with some pedagogical implementations.
dc.format	application/pdf
dc.language.iso	English
dc.publisher	Association for Computing Machinery (ACM)
dc.title	Reducing abstraction in high school computer science education
dc.type	journal-article
dc.identifer.doi	10.1145/1362787.1362789
dc.source.volume	8
dc.source.issue	2