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检索条件"主题词=Introductory Programming"

共 410 条记录，以下是221-230 订阅

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EcoSim: A Language and Experience Teaching Parallel programming in Elementary School 12

EcoSim: A Language and Experience Teaching Parallel Programm...

引用

43rd ACM Technical Symposium on Computer Science Education (SIGCSE 2012)

作者： Gregg, Chris Tychonievich, Luther Cohoon, James Hazelwood, Kim Univ Virginia Dept Comp Sci Charlottesville VA 22904 USA

ISBN: (纸本)9781450310987

Traditional introductory programming classes teach sequential programming using a single-threaded programming model. It is typical to wait until a student has developed proficiency in sequential programming before teaching parallel programming. As computer hardware becomes increasingly parallel, there is a greater need for software engineers who are proficient in designing parallel programs, and not just by "parallelizing" sequential designs. Teaching parallelism first is an important step towards educating tomorrow's programmers. We present an overview of a five-day introductory parallel programming course. We taught the course to nine and ten year-olds with no prior programming experience. Our course utilized a fundamentally parallel language we designed for the course, one with a near-natural language syntax that exposed the parallel processors throughout the code. This language, coupled with an interactive online programming environment, allowed us to teach a wide range of parallel programming concepts in a very limited timeframe. We also present examples of student-written code that demonstrates their understanding of some basic parallel programming concepts, and we describe the overall course goal and specific lesson plans geared towards teaching students how to "think parallel."

关键词： Concurrent languages parallel languages instructional design introductory programming pedagogy education readability elementary school K-12

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Engineering students' strategies to learn programming correlate with motivation and gender

Engineering students' strategies to learn programming correl...

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IEEE Frontiers in Education Conference (FIE)

作者： Weurlander, Maria von Hausswolff, Kristina Stockholm Univ Dept Educ Stockholm Sweden Uppsala Univ Dept Informat Technol Uppsala Sweden

ISBN: (纸本)9781665438513

This full research paper reports on a study where we investigated engineering students' learning to program. In particular, we explored differences in students' strategies, how they work in the computer lab, and if this is related to their motivation, gender and overall tendency to engage in thinking. We gathered survey data from first year engineering students in an introductory, compulsory programming course. The survey consisted of established instruments and items constructed by us. 67 students answered the survey (response rate of 43%). 18% of the students that answered the survey did not have previous experiences of programming, and 43% were female. An exploratory factor analysis of the items relating to how students learn programming revealed three factors: 1) the individual thinker, 2) the social reader, and 3) the interactive problem-solver. We found gender differences relating to the second factor;female students reported more frequent use of the social reader strategy. There were also differences in reported used strategies and how students worked in the lab, previous experiences, need for cognition and motivation. These differences indicate that the factors individual thinker and interactive problem-solver were privileged in this programming course. Further research is needed to explore these findings in different educational contexts.

关键词： novice programmers introductory programming learning strategies pragmatism gender differences motivation

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Overnight Feedback Reduces Late Submissions on programming Projects in CS1 21

Overnight Feedback Reduces Late Submissions on Programming P...

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23rd Australasian Computing Education Conference (ACE)

作者： Bouvier, Dennis J. Lovellette, Ellie Matta, John Southern Illinois Univ Edwardsville Edwardsville IL 62026 USA

ISBN: (纸本)9781450389761

Some novice programming students procrastinate the start of a programming assignment. These students also seem to struggle knowing whether or not their program meets the requirements of the assignment. Both of these factors play a role in a student's success in a programming project with negative impact on their grades;but more importantly, a negative impact on learning. Finding ways to motivate students to start earlier could improve learning outcomes and performance in the course with little, if any, risk. This paper reports on the experience of giving students 'Overnight Feedback' with the goals of 1) motivating earlier project work, and 2) helping students to know when they have met, or not met, project requirements. This report is more about the concept of providing feedback on a once-daily basis - overnight;and less about the specific tool used. In our experience, the Overnight Feedback technique seems to have achieved the goal of getting students to start earlier. Late submissions dropped from approximately 34% for a project without a feedback system to approximately 4% with Overnight Feedback. Also included in this report is a summary of students' perspectives on the Overnight Feedback tool we used, which were collected as responses to a survey.

关键词： introductory programming automated feedback undergraduate education

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Experience Report: Identifying Unexpected programming Misconceptions with a Computer Systems Approach 22

Experience Report: Identifying Unexpected Programming Miscon...

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27th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Johnson, Fionnuala McQuistin, Stephen O'Donnell, John Cutts, Quintin Univ Glasgow Glasgow Scotland

ISBN: (纸本)9781450392013

An increasing number of students arrive at university with programming experience and pre-formed mental models. These models are often incorrect, with students holding entrenched misconceptions. In this paper, we describe a study that investigated whether making explicit connections between our introductory Python programming and computing systems courses could expose mental models and help identify and fix misconceptions. We hypothesised that students would develop a correct mental model by creating a low level systems implementation of a high level program. While we identified misconceptions, these prevented the students from making explicit links and correcting their mental models. We detail these misconceptions, develop a set of hypotheses for why these were held, and suggest future studies.

关键词： introductory programming mental models misconceptions

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Experience Report: Growing programming Languages for Beginning Students 10

Experience Report: Growing Programming Languages for Beginni...

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15th ACM SIGPLAN International Conference on Functional programming

作者： Crestani, Marcus Sperber, Michael Univ Tubingen D-72074 Tubingen Germany

ISBN: (纸本)9781605587943

A student learning how to program learns best when the programming language and programming environment cater to her specific needs. These needs are different from the requirements of a professional programmer. Consequently, the design of teaching languages poses challenges different from the design of "professional" languages. Using a functional language by itself gives advantages over more popular, professional languages, but fully exploiting these advantages requires careful adaptation to the needs of the students-as-is, these languages do not support the students nearly as well as they could. This paper describes our experience adopting the didactic approach of How to Design Programs, focussing on the design process for our own set of teaching languages. We have observed students as they try to program as part of our introductory course, and used these observations to significantly improve the design of these languages. This paper describes the changes we have made, and the journey we took to get there.

关键词： introductory programming

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For Me, programming is ... 09

For Me, Programming is ...

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5th International Computing Education Research Workshop (ICER 2009)

作者： Simon, Beth Hanks, Brian McCauley, Renee Morrison, Briana Murphy, Laurie Zander, Carol Univ Calif San Diego La Jolla CA USA

ISBN: (纸本)9781605586151

Fun, interesting, hard, rewarding, and challenging: these are the most frequent responses of 697 students from five institutions at the end of a first programming course. Student experience with introductory programming courses is of interest to the computing education community, especially due to continued decreases in enrollments in computing degree programs. In this study, we explore one direct approach to document students' initial attitudinal experiences with programming by asking them to complete an open-ended question at the end of a first programming course. Based on content-analysis of students' responses, we find that nearly 50% of responses were positive in nature, there is significant difference in the responses of majors and non-majors, and that response characteristics correlate to earned grade in the course. We present preliminary, but inconclusive evidence on the impact of context (e.g., gaming or media computation) in a first programming course. Finally, we propose a multiple-choice question based on the most common student responses for large-scale deployment in computing courses and identify key contextual information that will inform future analysis of that data.

关键词： introductory programming attitude affective novice CS1 multi-institutional

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Using GitHub Copilot to Solve Simple programming Problems 2023

Using GitHub Copilot to Solve Simple Programming Problems

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54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Wermelinger, Michel Open Univ Sch Comp & Commun Milton Keynes Bucks England

ISBN: (纸本)9781450394314

The teaching and assessment of introductory programming involves writing code that solves a problem described by text. Previous research found that OpenAI's Codex, a natural language machine learning model trained on billions of lines of code, performs well on many programming problems, often generating correct and readable Python code. GitHub's version of Codex, Copilot, is freely available to students. This raises pedagogic and academic integrity concerns. Educators need to know what Copilot is capable of, in order to adapt their teaching to AI-powered programming assistants. Previous research evaluated the most performant Codex model quantitatively, e.g. how many problems have at least one correct suggestion that passes all tests. Here I evaluate Copilot instead, to see if and how it differs from Codex, and look qualitatively at the generated suggestions, to understand the limitations of Copilot. I also report on the experience of using Copilot for other activities asked of students in programming courses: explaining code, generating tests and fixing bugs. The paper concludes with a discussion of the implications of the observed capabilities for the teaching of programming.

关键词： code generation test generation code explanation programming exercises programming patterns novice programming introductory programming academic integrity OpenAI Codex

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Towards a Common Instrument for Measuring Prior programming Knowledge 19

Towards a Common Instrument for Measuring Prior Programming ...

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ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Duran, Rodrigo Rybicki, Jan-Mikael Hellas, Arto Suoranta, Sanna Aalto Univ Espoo Finland Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450363013

Computing education researchers and educators use a wide range of approaches for measuring students' prior knowledge in programming. Such measurement can help adapt the learning goals and assessment tools for groups of learners at different skills levels and backgrounds. There seems to be no consensus on if and how prior programming knowledge should be measured. Traditional background surveys are often ad-hoc or non-standard, which do not allow comparison of results between different course contexts, levels, and learner groups. Moreover, surveys may yield inaccurate information and may not be useful due to lack of detail. In contrast, tests can provide much higher detail and accuracy than surveys about student knowledge or skills, but large-scale tests are typically very time-consuming or impractical to arrange. To bridge the gap between ad-hoc surveys and standardized tests, we propose and evaluate a novel self-evaluation instrument for measuring prior programming knowledge in introductory programming courses. This instrument investigates in higher detail typical course concepts in programming education considering the different levels of proficiency. Based on a sample of two thousand introductory programming course students, our analysis shows that the instrument is internally consistent, correlates with traditional background information metrics and identifies students of varying programming backgrounds.

关键词： Self-evaluation assessment CS1 introductory programming prior experience

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Mental Models and programming Aptitude

Mental Models and Programming Aptitude

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12th Annual Conference on Innovation and Technology in Computer Science Education

作者： Caspersen, Michael E. Bennedsen, Jens Larsen, Kasper Dalgaard Univ Aarhus Dept Comp Sci DK-8200 Aarhus N Denmark

ISBN: (纸本)9781595936103

Predicting the success of students participating in introductory programming courses has been an active research area for more than 25 years. Until recently, no variables or tests have had ally significant predictive power. However, Dehnadi and Bornat claim to have found a simple test for programming aptitude to cleanly separate programming sheep from non-programming goats. We briefly present their theory and test instrument. We have repeated their test in our local context in order to verify and perhaps generalise their findings, but we could not show that the test predicts students' success in our introductory programming course. Based on this failure of the test instrument, we discuss various explanations for our differing results and suggest a research method from which it may be possible to generalise local results in this area. Furthermore, we discuss and criticize Dehnadi and Bornat's programming aptitude test and devise alternative test instruments.

关键词： Objects-first CS1 introductory programming object-oriented programming predictors of success

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Program a Hit - Using Music as Motivator for Introducing programming Concepts 20

Program a Hit - Using Music as Motivator for Introducing Pro...

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25th Conference on Innovation and Technology in Computer Science Education

作者： Koppe, Christian Univ Utrecht Utrecht Netherlands

ISBN: (纸本)9781450368742

People with no prior experience or a low self-efficacy in computing are less likely to choose Computer Science (CS) as a study subject. This especially has an impact on young women and is therefore one of the reasons for the prevalent gender imbalance in CS student populations. We designed a workshop that addresses this issue and uses music as motivating context. It introduces a variety of essential programming concepts in a fun and engaging way and results in creative artifacts programmed by the participants. First experiences show that this approach leads to promising results and might therefore contribute in the longer term to a more diverse CS student population.

关键词： introductory programming music gender diversity

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