Swapping as the "Hello World" of relational reasoning: Replications, reflections and extensions

Teague, D; Corney, M; Ahadi, A; Lister, R

Swapping as the "Hello World" of relational reasoning: Replications, reflections and extensions

Teague, D Corney, M Ahadi, A

Lister, R

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2012, 123 pp. 87 - 94
Issue Date:: 2012-01-01

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Field	Value	Language
dc.contributor.author	Teague, D	en_US
dc.contributor.author	Corney, M	en_US
dc.contributor.author	Ahadi, A https://orcid.org/0000-0002-2018-3065	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.date.issued	2012-01-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2012, 123 pp. 87 - 94	en_US
dc.identifier.isbn	9781921770043	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31427
dc.description.abstract	© 2012, Australian Computer Society, Inc. At the previous conference in this series, Corney, Lister and Teague presented research results showing relationships between code writing, code tracing and code explaining, from as early as week 3 of semester. We concluded that the problems some students face in learning to program start very early in the semester. In this paper we report on our replication of that experiment, at two institutions, where one is the same as the original institution. In some cases, we did not find the same relationship between explaining code and writing code, but we believe this was because our teachers discussed the code in lectures between the two tests. Apart from that exception, our replication results at both institutions are consistent with our original study.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Swapping as the "Hello World" of relational reasoning: Replications, reflections and extensions	en_US
dc.type	Conference Proceeding
utslib.citation.volume	123	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
utslib.for	089999 Information and Computing Sciences not elsewhere classified	en_US
dc.location.activity	Melbourne, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	123	en_US

Abstract:

© 2012, Australian Computer Society, Inc. At the previous conference in this series, Corney, Lister and Teague presented research results showing relationships between code writing, code tracing and code explaining, from as early as week 3 of semester. We concluded that the problems some students face in learning to program start very early in the semester. In this paper we report on our replication of that experiment, at two institutions, where one is the same as the original institution. In some cases, we did not find the same relationship between explaining code and writing code, but we believe this was because our teachers discussed the code in lectures between the two tests. Apart from that exception, our replication results at both institutions are consistent with our original study.

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http://hdl.handle.net/10453/31427