Training strategic problem solvers

Abstract

Making the leap from a problem statement to a solution program is a difficult task for novice programmers, even when they may have a sound knowledge of a particular programming language. To bridge this gap students are expected to implicitly build their own strategies through practice exercises. In this paper we argue that a more explicit approach to teaching problem solving strategies may lead to better problem solvers. We suggest a framework that can be used in instruction and assessment of problem solving strategies.