Complexities of Teaching a Program to Find the Largest of Three Numbers in the CS1 Course (Record no. 18923)
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| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20230224110345.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230224b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | AIKTC-KRRC |
| Transcribing agency | AIKTC-KRRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| 9 (RLIN) | 20092 |
| Author | Lakshminaryanan Srinivasan |
| 245 ## - TITLE STATEMENT | |
| Title | Complexities of Teaching a Program to Find the Largest of Three Numbers in the CS1 Course |
| 250 ## - EDITION STATEMENT | |
| Volume, Issue number | Vol, 36(2), October |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Pune |
| Name of publisher, distributor, etc. | Engineering Education Foundation |
| Year | 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pagination | 31-37p |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | study explores social, cognitive, metacognitive, and affective aspects of teaching a simple programming problem by a lab instructor. Every programming problem in practice creates a unique teaching experience. The lab instructor is the implementer of the educational policies, curriculum, course design, institutional culture and represents the system for the student. As an essential point of contact between the system and the student, the instructor has an enormous opportunity to contribute to the students' learning. Therefore, there is a need to capture these experiences to improve the quality of instruction. A phenomenological lived experience method is adopted to describe teaching the example problem to find the largest of three numbers in a CS1 course. In the social domain, we present the difficulties faced due to differences in competency between instructors and teachers. In the cognitive domain, we present the difficulties due to the variations possible in the program and lack of time to teach the problem. In the metacognitive domain, we present the difficulties of engaging students at higher cognitive levels of applying, analyzing, and evaluating. Finally, in the affective domain, we present the difficulties related toacceptance, judgment, the time required for the relationship, and the need for completion. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| 9 (RLIN) | 4642 |
| Topical term or geographic name entry element | Humanities and Applied Sciences |
| 773 0# - HOST ITEM ENTRY | |
| Title | Journal of engineering education transformations (JEET) |
| Place, publisher, and date of publication | Sangli Rajarambapu Institute Of Technology |
| International Standard Serial Number | 2349-2473 |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| URL | https://journaleet.in/articles/the-complexities-of-teaching-a-program-to-find-the-largest-of-three-numbers-in-the-cs1-course |
| Link text | Click here |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Articles Abstract Database |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | School of Engineering & Technology | School of Engineering & Technology | Archieval Section | 24/02/2023 | 2023-0374 | 24/02/2023 | 24/02/2023 | Articles Abstract Database |