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eBook Cognitive Models and Intelligent Environments for Learning Programming (NATO Asi Series: Series F: Computer Systems Sciences) download

by Enrica Lemut,Giuliana Dettori

eBook Cognitive Models and Intelligent Environments for Learning Programming (NATO Asi Series: Series F: Computer  Systems Sciences) download ISBN: 0387565809
Author: Enrica Lemut,Giuliana Dettori
Publisher: Springer Verlag (August 1, 1993)
Language: English
ePub: 1257 kb
Fb2: 1232 kb
Rating: 4.9
Other formats: mobi rtf lrf lit
Category: Technologies
Subcategory: Programming

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This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses . Analogies in an Intelligent Programming Environment for Learning LISP.

This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized).

Environments for Learning Programming. Intelligent Tutoring Systems. Towards an Intelligent Environment for Learning Introductory Programming. Peter L. Brusilovsky. Programming Environments for Novices. Haider Ramadhan, Benedict du Boulay. Student Modeling in an Intelligent Programming Tutor. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments.

series Nato ASI Subseries F

series Nato ASI Subseries F This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized).

This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning . Enrica Lemut, Benedict DuBoulay, Giuliana Dettori.

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The book comes with two diskettes, for Apple and IBM PCs respectively, containing interactive exploratory learning programs. Learn more about this copy.

Cognitive Models and Intelligent Environments for Learning .

Cognitive Models and Intelligent Environments for Learning Programming. Computer programming is generally understood to be highly challenging and since its inception a wide range of approaches, tools and methodologies have been developed to assist in managing its complexity. Relatively recently the potential benefits of collaborative software development have been formalised in the practice of pair programming.

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and in different orders, in novices. This book shows that there is unlikely to be a single path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.