| Title: |
Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED |
| Language: |
English |
| Authors: |
Pontus Haglund; Linda Mannila; Filip Stromback |
| Source: |
Informatics in Education. 2026 25(1):137-172. |
| Availability: |
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU |
| Peer Reviewed: |
Y |
| Page Count: |
36 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Computer Science Education; Teacher Attitudes; Concept Teaching; Scientific Concepts; Knowledge Level; College Faculty; Undergraduate Students |
| ISSN: |
1648-5831; 2335-8971 |
| Abstract: |
Computer science (CS) students are expected to grasp numerous CS concepts during their CS education. Researchers have previously pointed to some concepts that are challenging for many students to conquer during their education. In this study, we investigate how CS students encounter indirection, scope, references, and parameter transfer during their studies. We focus on the first three study years, as previous studies have indicated that students do not significantly improve their grasp of these concepts during that time. We surveyed the teachers of courses in three CS study programs, exploring teachers' perspectives on students' knowledge of the concepts and how explicitly the concepts are taught and graded. Our investigation highlights several ways in which curricula diverge from previous recommendations and how an understanding of these study programs can support learning outcomes. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1506514 |
| Database: |
ERIC |