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Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED.

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Title: Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED.
Authors: HAGLUND, Pontus1 pontus.haglund@liu.se, MANNILA, Linda1,2 linda.mannila@liu.se, STRÖMBÄCK, Filip1 filip.stromback@liu.se, BERGLUND, Aseel1 aseel.berglund@liu.se
Source: Informatics in Education. Mar2026, Vol. 25 Issue 1, p137-172. 36p.
Subject Terms: *Computer science education, *Curriculum, *Computer programming, *Achievement gains (Education)
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. [ABSTRACT FROM AUTHOR]
Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Informatics in Education is the property of Informatics in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192610065
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              Text: Mar2026
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