检索结果-内蒙古大学图书馆

27th International Conference on Knowledge Based and Intelligent Information and Engineering Sytems, KES 2023

作者： Uhanova, Marina Prokofyeva, Natalya Katalnikova, Sabina Zavjalova, Oksana Ziborova, Viktorija Riga Technical University Faculty of Computer Science and Information Technology 6A Kipsalas Street RigaLV-1048 Latvia

This article discusses the correlation between first-year students' prior knowledge of programming and their academic achievements. Many students who enroll in the Faculty of Computer Science and Information Technology at Riga Technical University drop out during their first year. Therefore, it is crucial to support first-year students in acquiring programming knowledge successfully. The Faculty of Computer Science and Information Technology provides an additional course called "Algorithmization Practice" for students without prior programming experience. The authors of this paper conducted research to investigate whether this course helps bridge the gap between students with and without prior programming knowledge and whether it improves the academic performance of students without prior knowledge in their first year. The collected data was summarized using descriptive statistics, and the final scores of students from different groups were compared to identify any differences between those who attended the "Algorithmization Practice" course and those who did not. Based on a sample of 1744 introductory programming course students, our analysis indicates that students who attended the additional course demonstrated better academic performance. © 2023 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://***/licenses/by-nc-nd/4.0)

关键词： assessment CS1, prior experience introductory programming learning performance improvement

来源：评论

学校读者我要写书评

暂无评论

introductory programming courses in Australia and New Zealand in 2013 - trends and reasons 14

Introductory programming courses in Australia and New Zealan...

引用

Proceedings of the Sixteenth Australasian Computing Education Conference - Volume 148

作者： Raina Mason Graham Cooper Southern Cross University Coffs Harbour NSW Australia

ISBN: (纸本)9781921770319

This paper reports the results of a survey of 38 introductory programming courses in Australian and New Zealand universities, conducted in the first half of 2013. Results of this survey are compared with a survey conducted in 2010 on Australian universities and two other previous studies conducted in 2001 and 2003. Trends in student numbers, programming paradigm, programming languages and environment/tools used, as well as the reasons for choice of such are reported. Other aspects of first programming courses such as instructor experience, external delivery of courses and resources given to students are also *** results indicate a trend towards the adoption of Python for introductory Computer programming courses and that this language is being used in a structured approach for programming. introductory computer programming courses that focus upon an Object Orientated approach predominantly use Java.

关键词： programming environments pedagogy Australian university courses programming languages trends New Zealand university courses introductory programming

来源：评论

学校读者我要写书评

暂无评论

COURSE MATERIAL MANAGEMENT AND SHARING FOR introductory programming COURSES

COURSE MATERIAL MANAGEMENT AND SHARING FOR INTRODUCTORY PROG...

引用

作者： Hanska, Arttu LAPPEENRANTA UNIVERSITY OF TECHNOLOGY

学位级别：硕士

This thesis studied the current state of e-learning research and practice, how learning contents can be stored, searched, and shared in a consistent way, and how stored learning contents can be effectively utilized by multiple organizations. The scope of the thesis was introductory programming courses in Finnish universities. Based on requirements defined from literature, use cases, and practice of selected universities, repository platform Islandora was selected as the best candidate for implementation. Demo implementation of Islandora platform was made, and the implementation was expert evaluated by introductory programming course organizers. Most defined requirements were fulfilled without major customization, but the biggest issue was the usability, which is required to convince anyone to use the platform.

关键词： e-learning electronic learning resources open source introductory programming Islandora course content repository

来源：评论

学校读者我要写书评

暂无评论

Infusing Visual programming and Interactive Learning to Teach an introductory programming Course with Positive Learning Outcomes 18

Infusing Visual Programming and Interactive Learning to Teac...

引用

49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Rahman, Md Mahmudur Morgan State Univ Baltimore MD 21239 USA

ISBN: (纸本)9781450351034

A core challenge in introductory programming courses during the freshmen year is getting students to understand how a static textual representation (source code) maps to a highly dynamic process (program execution). Most students nowadays are visual learners who learn programming concept better through web-based visual and interactive learning instead of learning from traditional black board lecturing styles. This presentation will report our experience with positive learning outcomes in teaching an introductory programming course in Python by using a dynamic visual programming development environment based on flow-charts (RAPTOR) and active learning with an interactive eBook (zyBook). In this study, eleven sections of COSC 111 were included over three semesters as control and experimental groups. Analysis showed a marginally significant difference (F (1,5) = 5.87; p = 0.060) between sections taught via the traditional method and sections taught with the proposed pedagogical innovation. We also found that there are statistically significant positive correlations in between uses of the interactive book (eBook) and performances of students in tests. To add to our understanding of what students were experiencing, we also administered a survey to students at the end of the course. Regarding learning styles and tools, survey result showed that the eBook was helpful in understanding programming concepts (71.5%), that the instant feedback that the online book provided was helpful (82.9%), that the class discussion and interaction were helpful (85.7%). Overall, it seems that the proposed pedagogical approaches have made a positive difference by increasing student motivation and engagement, and reducing failure rates.

关键词： introductory programming Computational Thinking Visual programming Interactive Learning eBook

来源：评论

学校读者我要写书评

暂无评论

Students' Misconceptions and Other Difficulties in introductory programming: A Literature Review

引用

ACM TRANSACTIONS ON COMPUTING EDUCATION 2017年第1期18卷 1-1页

作者： Qian, Yizhou Lehman, James Purdue Univ Dept Curriculum & Instruct 100 N Univ St W Lafayette IN 47907 USA

Efforts to improve computer science education are underway, and teachers of computer science are challenged in introductory programming courses to help learners develop their understanding of programming and computer science. Identifying and addressing students' misconceptions is a key part of a computer science teacher's competence. However, relevant research on this topic is not as fully developed in the computer science education field as it is in mathematics and science education. In this article, we first review relevant literature on general definitions of misconceptions and studies about students' misconceptions and other difficulties in introductory programming. Next, we investigate the factors that contribute to the difficulties. Finally, strategies and tools to address difficulties including misconceptions are discussed. Based on the review of literature, we found that students exhibit various misconceptions and other difficulties in syntactic knowledge, conceptual knowledge, and strategic knowledge. These difficulties experienced by students are related to many factors including unfamiliarity of syntax, natural language, math knowledge, inaccurate mental models, lack of strategies, programming environments, and teachers' knowledge and instruction. However, many sources of students' difficulties have connections with students' prior knowledge. To better understand and address students' misconceptions and other difficulties, various instructional approaches and tools have been developed. Nevertheless, the dissemination of these approaches and tools has been limited. Thus, first, we suggest enhancing the dissemination of existing tools and approaches and investigating their long-term effects. Second, we recommend that computing education research move beyond documenting misconceptions to address the development of students' (mis) conceptions by integrating conceptual change theories. Third, we believe that developing and enhancing instructors' pedagogical co

关键词： Misconceptions difficulties constructivism introductory programming conceptual change

来源：评论

学校读者我要写书评

暂无评论

A Controlled Experiment on Python vs C for an introductory programming Course: Student's Outcomes

引用

ACM TRANSACTIONS ON COMPUTING EDUCATION 2018年第3期18卷 12-12页

作者： Wainer, Jacques Xavier, Eduardo C. Univ Estadual Campinas Comp Inst Av Albert Einstein 1251 BR-13083852 Campinas SP Brazil

We performed a controlled experiment comparing a C and a Python introductory programming course. Three faculty members at University of Campinas, Brazil, taught the same CS1 course for the same majors in two different semesters, one version in Python and one in C, with a total of 391 students involved in the experiment. We measured the dropout rate, the failure rate, the grades on the two exams, the proportion of completed lab assignments, and the number of submissions per completed assignment. There was no difference in the dropout rate. The failure rate for Python was 16.9% against 23.1% for C. The effect size (Cohen's D) on the comparison of Python against C on the midterm exam was 0.27, and 0.38 for the final exam. The effect size for the proportion of completed assignments was 0.39 and the effect size for the number of submissions per assignment was -0.61 (Python had less submissions per completed assignments). Thus, for all measures, with the exception of dropout rate, the version of the course in Python yielded better student outcomes than the version in C and all differences are significant (with 95% confidence) with the exception of the failure rate (p-value = 0.12).

关键词： introductory programming Python C CS1 controlled experiment

来源：评论

学校读者我要写书评

暂无评论

Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

引用

COMPUTERS & EDUCATION 2024年 208卷

作者： Cheng, Gary Zou, Di Xie, Haoran Wang, Fu Lee Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Lingnan Univ Ctr English & Addit Languages Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China Hong Kong Metropolitan Univ Sch Sci & Technol Hong Kong Peoples R China

Previous studies have reported mixed results regarding the relationship between students' use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye -tracking and retrospective think-aloud techniques to identify differences in SRL strategy use for program comprehension tasks between high-performing students (N = 31) and low-performing students (N = 31) in an undergraduate programming course. All participants attended individual eye-tracking sessions to comprehend two Python program codes with different constructs. Their eye-tracking data and video-recalled retrospective think-aloud data were captured and recorded for analysis. The findings reveal that higher-order cognitive skills, such as elaboration and critical thinking, were mostly adopted by high-performing students, while basic cognitive and resource management strategy, such as rehearsal and help-seeking, were mostly employed by low-performing students when comprehending the program codes. This study not only demon-strates the design of combining eye-tracking and retrospective think-aloud data to explore students' use of SRL strategies but also provides evidence to support the notion that program comprehension is a complex process that cannot be effectively addressed by employing merely rudimentary strategies, such as repetitively reading the same code segment. In the future, researchers could explore the possibility of using a webcam to monitor and assess students' online programming processes and provide feedback based on their eye movements. They could also examine the effects of SRL strategies training on students' motivation, engagement, and performance in various types of programming activities.

关键词： introductory programming Self -regulated learning strategies Eye tracking Retrospective think aloud Higher education

来源：评论

学校读者我要写书评

暂无评论

Comparative Study of Self-test Questions and Self-assessment Object for introductory programming Lessons

引用

Procedia - Social and Behavioral Sciences 2015年 176卷 236-242页

作者： Reginamary Matthews Hew Soon Hin Koo Ah Choo Faculty of Engineering The University of Nottingham Malaysia Campus Jalan Broga Semenyih 43500 Selangor Malaysia Faculty of Creative Multimedia Multimeida University Cyberjaya 63100 Selangor Malaysia

Computer programming learning requires declarative and procedural knowledge. Novice learners acquire programming declarative knowledge via lectures, tutorials, and self-assessment. Cognitive overload within programming learning materials is one of several learning barriers. Self-assessing is important to assist learners to identify misconceptions and to encourage the correct construction of knowledge. Self-Test Questions (STQ) and solutions in print are common learning methods used in a typical programming learning environment. Comparatively, Self-Assessment Object (SAO) is a type of learning object used to examine usefulness in order to impart declarative knowledge. One hundred and three foundation engineering students, enrolled in a C programming module, took part in this study and were randomly assigned to two groups. A control group used STQ and an experimental group used SAO in a programming lab over seven teaching weeks. Post-test and supporting survey results suggest that SAO was able to support programming learning and mitigate the learning difficulties addressed in this study.

关键词： introductory programming novices self-assessment object

来源：评论

学校读者我要写书评

暂无评论

Application of Active Learning Techniques to the Teaching of introductory programming

引用

IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2017年第1期12卷 62-69页

作者： Duffany, Jeffrey L. Univ Turabo Gurabo PR 00778 USA

Over the past few decades, there has been a movement to try to incorporate active learning techniques into traditional university classes. The main idea is that traditional classroom learning is very passive with the professor lecturing and the students listening. Active learning tries to engage students with a variety of techniques, which are mainly variations of traditional teaching techniques. This paper provides an overview of how active learning techniques might be applied to introductory programming classes and gives several specific examples of how this might be done.

关键词： Active learning introductory programming

来源：评论

学校读者我要写书评

暂无评论

Curriculum, Teaching and Learning, and Assessments for introductory programming Course

引用

IEEE ACCESS 2020年 8卷 125961-125981页

作者： Mehmood, Erum Abid, Adnan Farooq, Muhammad Shoaib Nawaz, Naeem A. Univ Management & Technol Sch Syst & Technol Dept Comp Sci Lahore 54770 Pakistan Umm Al Qura Univ Dept Comp Sci CFY Mecca 24231 Saudi Arabia

Learning to program involves acquisition of various skills including problem solving, fundamental design techniques as well as critical thinking. Generally, most of the novice programmers struggle to develop all these important skill. The research community has addressed the problem in many different ways while involving improvisations in curriculum, pedagogical methods, cognitive aspects, supporting tools, and in designing assessments. This research aims to analyze and synthesize the existing literature in the aforementioned areas. Research articles pertaining to the area of introductory programming Courses (IPC) have been found using appropriate search queries, while nearly 60 research articles, published in last ten years, have been carefully selected by employing a systematic filtering process. The scope of this work only covers the research conducted for IPC in higher education. Main findings of this study show that "solution proposal" and "evaluation research" have been reported as two main research types adopted by these studies. Moreover, pedagogy, language choice and students' performance analysis are the most frequently addressed aspects of IPC;whereas, curriculum contents, assessment design, and teaching/learning through tools have appeared as less addressed aspects of IPC. Furthermore, a taxonomy of IPC has been presented based on the studied literature. Lastly, general considerations and future research directions have been presented for the practitioners and researchers in this area.

关键词： introductory programming higher education programming education curriculum language choice systematic review

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：