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13th Annual Conference on Innovation and Technology in Computer Science Education

作者： Sanders, Ian D. Langford, Sasha Univ Witwatersrand Sch Comp Sci Johannesburg South Africa

ISBN: (纸本)9781605580784

The first year curriculum at the University of the Witwatersrand (Wits) is a breadtb-first curriculum where students are introduced to a variety of topics in Computer Science (see Sanders and Mueller [5] for details). As part of the course the students are expected to come to terms with a number of basic algorithms and data structures which they are required to implement. When the curriculum was designed we chose Scheme as the implementation language. One reason for doing so was because the main entrance requirement for our course is a solid mathematics background as evidenced by good marks at school level. Our students thus have a good understanding of functions and we felt that Scheme's functional style would make it accessible to all of our students. Another reason for choosing Scheme was because it is a language which would be new to all of our students. Scheme was well received by those students who had never programmed before and proved to be a good language for meeting our teaching objectives but there was resistance to the language from the students who could already program as they considered it a waste of time to learn a language which was not (as they believed) used in the real world [3]. In addition, the use of Scheme did not really reduce the performance gap between the students with and without prior programming experience [2]. Python has been found to be a good first language for both experienced and inexperienced users [4] and its simple syntax and support of different programming paradigms seemed to make it an attractive option for our first year course. We believed that using Python would still allow us to meet our educational objectives - it would be easily accessible to those students who had never programmed before and would support our approach of formulating algorithms in a functional style. In addition, Python is a "real-world language" - it is acknowledged as a good language for scientific applications - and we thought this might result in t

关键词： first programming language student perceptions

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Educational Influences of Choice of first programming language

Educational Influences of Choice of First Programming Langua...

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International Conference on Numerical Analysis and Applied Mathematics (ICNAAM)

作者： Ivanovic, Mirjana Budimac, Zoran Paunic, Dura Univ Novi Sad Fac Sci Dept Math & Informat Novi Sad 21000 Serbia

ISBN: (纸本)9780735412873

The study for degree of Bachelor in Computer science at our Department lasts four years and besides other subjects, offers several interconnected core courses in programming: Introduction to programming, Data structures and algorithms 1 and 2, Operating systems and Compiler construction. The intention in these courses is to put emphasizes on abstract structures and not to insist on particular realization in specific programming language or to use different languages in different courses. In order to avoid teaching many languages and various environments, it was decided to choose one language that is easy to teach and good for development of correct programming style. Chosen language has to be flexible enough to support teaching the different principles, methods and techniques.

关键词： Teaching programming programming paradigms first programming language

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Students' perspective on the first programming language: C-like or Pascal-like languages?

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EDUCATION AND INFORMATION TECHNOLOGIES 2018年第1期23卷 287-302页

作者： Xinogalos, Stelios Pitner, Tomas Ivanovic, Mirjana Savic, Milos Univ Macedonia Sch Informat Sci Dept Appl Informat 156 Egnatia St GR-54636 Thessaloniki Greece Masaryk Univ Dept Comp Syst & Commun Fac Informat Botanicka 68a Brno 60200 Czech Republic Univ Novi Sad Dept Math & Informat Fac Sci Trg Dositeja Obradovica 4 Novi Sad 21000 Serbia

The choice of the first programming language (FPL) has been a controversial issue for several decades. Nearly everyone agrees that the FPL is important and affects students' subsequent education on programming. The study presented in this article investigates the suitability of various C-like and Pascal-like programming languages as a FPL. Students from three Universities express their perceptions on the FPL through a specially designed questionnaire. The students had been introduced to programming using different FPLs and having experience on more than one language and formulated two distinct groups: a group introduced to programming with a C-like and another with a Pascal-like language. The statistical analysis of the data collected showed that the choice of the FPL does not have a deep impact on difficulties that novices may experience when learning the basics of programming. However, this result was recorded in the context of three distinct programming courses that were positively evaluated by students in relation to their content, organization and quality. Consequently, this study indicates that the overall quality of the course and the instructors have a great impact on a smooth introduction to programming no matter what the FPL is.

关键词： first programming language Student difficulties in programming Course evaluation Course organization Course quality

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The effects of first programming language on college students' computing attitude and achievement: a comparison of graphical and textual languages

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COMPUTER SCIENCE EDUCATION 2019年第1期29卷 23-48页

作者： Chen, Chen Haduong, Paulina Brennan, Karen Sonnert, Gerhard Sadler, Philip Harvard Smithsonian Ctr Astrophys Sci Educ Dept 60 Garden St Cambridge MA 02138 USA Harvard Grad Sch Educ Cambridge MA USA

Background and Context: The relationship between novices' first programming language and their future achievement has drawn increasing interest owing to recent efforts to expand K-12 computing education. This article contributes to this topic by analyzing data from a retrospective study of more than 10,000 undergraduates enrolled in introductory computer science courses at 118 U.S. institutions of higher education. Objective: We explored the relationship between students' first programming languages and both their final grades in an introductory computer science course and their attitudes about programming. Method: Multiple matching techniques compared those whose first language was graphical (e.g., Scratch), textual (e.g., Java), or absent prior to college. Findings: Having any prior programming experience had positive effects on both attitudes about programming and grades in introductory computer science courses. Importantly, students whose first language was graphical had higher grades than did students whose first language was textual, when the languages were introduced in or before early adolescent years.

关键词： programming and programming languages first programming language pedagogical issues secondary education teaching and learning strategies postsecondary education

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Some thoughts on teaching introductory programming and the first language dilemma (Discussion Paper) 23

Some thoughts on teaching introductory programming and the f...

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Proceedings of the 23rd Koli Calling International Conference on Computing Education Research

作者： Mohammed Aristide Foughali Université Paris Cité CNRS IRIF France

ISBN: (纸本)9798400716539

There is a consensus among computer education experts and practitioners that teaching introductory programming is intrinsically hard. In particular, the choice of the first programming language to support learning the fundamentals of problem solving and algorithmic reasoning is a hot issue that is driving a lot of attention within the last few decades. As a side effect, the computing education community has been long divided between supporters of industrial relevance and advocates of educational benefits as the prominent grounds on which a first programming language should be elected. While the former seem to have the wind in their sails, with popular-in-industry languages such as Java, C and C++ being still widely used to teach introductory programming, the case is far from being closed. In this paper, we propose to analyze the first language choice dilemma in the light of a number of rigorous studies carried out within and outside of the computing education community. We show that, in the light of these studies, we can efficiently question our choices as educators and stimulate objective discussions toward reconciling our views regarding the first language choice. Mainly, we devise a number of criteria, all backed up with scientific findings from different communities, according to which a first language should be evaluated. Our conclusions converge toward a justified concern vis-à-vis the use of languages such as Java and C to teach introductory programming, and the pressing need for a better compromise between industrial popularity and educational advantages. To meet that need, our position gravitates around two major opinions stemming from our cross-disciplinary analysis: (i) Java, C and C++ should not be used to teach introductory programming and should rather be saved for more advanced programming courses and (ii) while the recent trend of choosing Python is justified, it is still debatable and therefore other candidates, among which we propose a couple, shou

关键词： CS1 & CS2 first programming language introductory programming

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Effects of a preliminary programming course on students' performance 18

Effects of a preliminary programming course on students' per...

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3rd European Conference on Software Engineering Education (ECSEE)

作者： Duemmel, Nikita Westfechtel, Bernhard Ehmann, Matthias Chair Appl Comp Sci I Software Engn Bayreuth Germany Comp Sci Educ Bayreuth Germany

ISBN: (纸本)9781450363839

This paper presents the results of the evaluation of a preliminary course teaching concepts of programming to first semester students. The course is meant to facilitate the students' entry into the first semester lecture "Concepts of programming" which corresponds to a CS1 course. For this lecture Java is used as programming language, however its object centered approach is considered too complex for beginners and not suited to teach procedural programming. Therefore we use Python in the preliminary course which can be utilized as a procedural language. Several surveys were conducted during and after the course. Additionally we compared the performance of course participants against non-participants in the written exam of the lecture. Although no significant improvement was noted, we nevertheless have observed some improvements on the border of significance in students comprehension of Java code after learning Python. Further on in the exam results of the regular CS1 lecture we have observed a higher knowledge heterogeneity in the group of non-participants compared to course participants.

关键词： Preliminary course concepts of programming computer science education first programming language active learning first semester students evaluation students' performance

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Automatic Formative and Motivational Feedback Personalized for Introductory programming Course 53

Automatic Formative and Motivational Feedback Personalized f...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Holanda, Maristela De Miranda, Lucas R. F. MacEdo, Fernanda Yamin, João Lucas Dorea, Camilo Chamon, Christiana Da Silva, Dilma Depart. of Comp. Science and Eng. Texas A&m University College Station United States Depart. of Comp. Science and Eng. University of Brasilia Brasilia Brazil University of Brasilia Dept. of Comp. Science Brasilia Brazil

ISBN: (纸本)9798350336429

The teaching and learning of the first programming language course, commonly called CS1 (Computer Science 1), is a reported challenge for undergraduate students in different majors and universities. In general, these courses have a high failure rate at institutions around the world. At the same time, there has been an increase in the usage of automated feedback tools for programming language courses. These tools present feedback to help the students know if their code is correct or incorrect while studying. This automatic feedback is important for student learning. In this context, this paper presents the AsPin plugin, developed for the virtual learning environment, which uses the student's profile to provide feedback (messages and advice) to personalize their learning. The automatic feedback helps the student understand where they made mistakes, delivers motivational messages so that the student continues to learn, and points to further academic materials so that the student spends more time studying what they need. This feedback is also personalized for the student's profile, as at the beginning of the course, the student fills out a form with basic information, for example, whether or not they already have programming experience and their major. The plugin was developed for the Moodle platform, a free and open-source virtual learning environment with CodeRunner, an automated grader for multi-programming languages. The AsPin plugin was developed for the CS1 course in Python language by students and instructors from the Department of Computer Science at the University of Brasilia. The plugin presented in this paper was evaluated by undergraduate students taking different majors, which has a high student acceptance rate. This paper presents the applied methodology, the development of the plugin, as well the performance evaluations and perceptions of students from the University of Brasilia in two academic semesters in 2022. © 2023 IEEE.

关键词： Computer Science 1 CS1 feedback first programming language learning teaching

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Visual and textual programming languages: a systematic review of the literature

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JOURNAL OF COMPUTERS IN EDUCATION 2018年第2期5卷 149-174页

作者： Noone, Mark Mooney, Aidan Maynooth Univ Dept Comp Sci Maynooth Kildare Ireland

It is well documented and has been the topic of much research as well that Computer Science courses tend to have higher than average drop-out rates at third level, particularly so, for students advancing from first year to second year. This is a problem that needs to be addressed not only with urgency but also with caution. The required number of Computer Science graduates is growing every year, but the number of graduates is not meeting this demand, and one way that this problem can be alleviated is to encourage students, at an early age, towards studying Computer Science courses. This paper presents a systematic literature review that examines the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will provide insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.

关键词： programming CS1 first programming language Visual languages Textual languages Systematic literature review

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