Designing Case Studies to Teach Complex Problem Solving: Capitalizing on 
Advanced Technologies
(Professor M. J. Clancy and M. C. Linn*)
(NSF) MDR-89-54753

We have identified an effective, new model for presenting information
about programming, using Hypermedia, and devised an apprenticeship
program that imparts the complex reasoning skills necessary to use the
model and apply it to new problems. Specifically, we are 1) examining
how experts attain and use an in-depth knowledge of programming, 2)
determining how to represent such expert knowledge appropriately for
students, 3) devising advanced technological tools for imparting such
knowledge to students, and 4) developing approaches for delivering it
effectively in a real setting.

This project has produced several tools for students learning Lisp,
including Interactive Lisp Case Studies and the Lisp Evaluation
Modeller; we are currently evaluating their effectiveness in our
introductory programming classes. Our results [1] have also furthered
our understanding about how experts represent programming knowledge.

[1] M. C. Linn, M. Katz, M. J. Clancy, and M. Recker, "How Do Lisp
Programmers Draw on Previous Experience to Solve Novel Problems?"
NATO Conf. Computer-Based Learning Environments, Berlin, Germany,
1991.

[2] M. J. Clancy and M. C. Linn, "Functional Fun," ACM SIGCSE
Technical Symp. Comp. Sci. Education, Washington, DC, February 1990.

[3] J. E. Bell, M. C. Linn, and M. J. Clancy, "Knowledge Integration
in Introductory Programming: CodeProbe and Interactive Case Studies,"
ed. E. Soloway, Interactive Learning Environments (in press).

*School of Education