Confronting the Challenges of Computational Design Instruction

Many architects understand that learning to program can be a challenge, but assume that time and practice are the only barriers to performing well enough at it. However, research from computer science education does not support this assumption. Multinational studies of undergraduate computer science programs reveal that a significant number of students in their first and second year of full-time instruction still have serious misconceptions about how computer programs work and an inability to design programs of their own.