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 |
|---|---|
| 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 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1506514 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pontus+Haglund%22">Pontus Haglund</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+Mannila%22">Linda Mannila</searchLink><br /><searchLink fieldCode="AR" term="%22Filip+Stromback%22">Filip Stromback</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Informatics+in+Education%22"><i>Informatics in Education</i></searchLink>. 2026 25(1):137-172. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 36 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1648-5831<br />2335-8971 – Name: Abstract Label: Abstract Group: Ab 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1506514 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 137 Subjects: – SubjectFull: Computer Science Education Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Concept Teaching Type: general – SubjectFull: Scientific Concepts Type: general – SubjectFull: Knowledge Level Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Undergraduate Students Type: general Titles: – TitleFull: Three Programs, Three Years, and Four Concepts: Teachers' Views on Indirection, References, Scope, and Parameter Passing in CSED Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pontus Haglund – PersonEntity: Name: NameFull: Linda Mannila – PersonEntity: Name: NameFull: Filip Stromback IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1648-5831 – Type: issn-electronic Value: 2335-8971 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: Informatics in Education Type: main |
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