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problem-predicates as a means of organizing the project development, whereas Type D teams employed trial and error techniques to develop their projects, and used the com- puter intensively through the entire development process to test their formalization.
We have concluded that project development requires a solid means of organizing the construction and direction of the project. Our instructional approach was to introduce to students a variety of problem-solving tools. Students seemed to use some of these tools as project organizers. Students’ employment of project organizers influenced the nature of the entire development process. We found that the choice of ADTs, which are advanced CS problem-solving tools, resulted in a structured and well-organized development pro- cess.
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