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Emergent Requirements for Supporting introductory programming

Innovation in Teaching and Learning in Information and Computer Sciences 2011年第1期10卷

作者： Natalie J Coull Ishbel M M Duncan School of Computing and Engineering Systems University of Abertay Dundee Bell St. Dundee DD1 1HG (+44 1382 30 8938) n.coull@abertay.ac.uk School of Computer Science University of St Andrews North Haugh St Andrews KY16 9SX (+44 1334 46 3270) Ishbel@cs.st-andrews.ac.uk

The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding.

关键词： introductory programming learning design human factors theory

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introductory programming in a web context 10

Introductory programming in a web context

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Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103

作者： Michael de Raadt University of Southern Queensland Toowoomba Queensland

ISBN: (纸本)9781920682842

A number of studies have recognised the benefits of using a context or theme consistently throughout an introductory programming course. Examples of contexts in which programming is related and taught include micro-worlds, robotics, games and media computation. Such contexts bring relevance to the content of programming courses. In this paper, a Web context is proposed and described. This context has been successfully used in an introductory programming course and received a positive student response.

关键词： introductory programming context web

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Experimenting with Model Solutions as a Support Mechanism 19

Experimenting with Model Solutions as a Support Mechanism

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1st Conference on United Kingdom & Ireland Computing Education Research (UKICER)

作者： Nygren, Henrik Leinonen, Juho Pirttinen, Nea Leinonen, Antti Hellas, Arto Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450372572

We describe an experiment from an introductory programming course where we provided students an opportunity to access model solutions of programming assignments they have not yet completed. Access to model solutions was controlled with coins, which students collected by completing programming assignments. The quantity of coins was limited so that students could buy solutions to at most one tenth of the course assignments. When compared to the traditional approach where access to model solutions is limited to only after the assignment is completed or the assignment deadline has passed, students seemed to enjoy the opportunity more and collecting coins motivated some students to complete more assignments. Collected coins were mostly used close to deadlines and on more difficult assignments. Overall, the use of coins and model solutions may be a viable option to providing students additional support. Data from the use of coins and model solutions could also be used to identify students who could benefit from additional guidance.

关键词： model solutions worked examples introductory programming course performance gamification

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PILeT: an Interactive Learning Tool To Teach Python 15

PILeT: an Interactive Learning Tool To Teach Python

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10th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Alshaigy, Bedour Kamal, Samia Mitchell, Faye Martin, Clare Aldea, Arantza Oxford Brookes Univ Dept Comp & Commun Technol Oxford England

ISBN: (纸本)9781450337533

This paper describes a planned investigation into how learning styles and pedagogical methodologies can be embedded into an e-learning tool to assist students' learning programming. The objective of the research is to test the hypothesis that combining multiple teaching methods to accommodate different learners' preferences will significantly improve comprehension of concepts, which in turn increases students' confidence and as a consequence performance in programming. An interactive learning tool to teach Python programming language to students, called PILeT, has been developed to test the hypothesis. The tool aims to be adaptable to the students' learning style and as such it will teach programming using several techniques (e.g. visual, textual, puzzles) to appeal to each preference. PILeT is suitable for secondary school students or teachers wishing to undertake CPD (Continuing Professional Development). PILeT will be tested on first year undergraduate students at Oxford Brookes University.

关键词： Computer science education e-learning tools introductory programming

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PCRS-C: Helping Students Learn C 15

PCRS-C: Helping Students Learn C

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

作者： Parreira, Daniel Marchena Petersen, Andrew Craig, Michelle Univ Toronto Toronto ON Canada

ISBN: (纸本)9781450334402

The C programming language is an important piece of many undergraduate CS programs, as it provides an environment for interacting directly with memory and exploring systems-programming concepts. However, while many common introductory languages have rich tools that support instruction, C has received relatively little attention [2, 1]. To provide students with rapid feedback and tools for understanding C, we have extended PCRS, a web-based platform for deploying programming exercises and content such as videos. Students submit C code to solve programming exercises and receive immediate feedback generated by running the submission against a set of instructor-defined testcases. Students also have access to graphical traces of execution, so they can explore how their code manipulates memory. The system has been deployed to two second-year systems-programming courses with a total enrollment over 600, and a set of modules, consisting of videos and exercises, is being developed for use by the community.

关键词： introductory programming C courseware

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Practical Use of Review Question and Content Object as Advanced Organizer for Computer programming Lessons

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Procedia - Social and Behavioral Sciences 2015年 172卷 215-222页

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

The purpose of this study is to examine the effectiveness of review question and content object as advanced organizer used for prior knowledge activation in an introductory computer programming. The students’ engagement when using the strategies was examined to reach the primary findings. Content object (CO) as the advanced organizer to activate prior knowledge used before a new programming concept was learnt. Review questions (RQ) on programming concepts and solutions were designed to encourage the paper–pen method. Findings have shown similar performance in post-test. The outcome of this study showed CO useful to foster better learning programming.

关键词： content object advanced organizer prior knowledge introductory programming review question

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Learning Basic programming Concepts by Creating Games with Scratch programming Environment

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Procedia - Social and Behavioral Sciences 2015年 191卷 1479-1482页

作者： Ibrahim Ouahbi Fatiha Kaddari Hassane Darhmaoui Abdelrhani Elachqar Soufiane Lahmine Sidi Mohamed Ben Abdellah University - Faculty of Science Dhar El Mahraz - Laboratory of Didactic Innovation Pedagogy and Curricular PO BOX: 1796 Atlas-Fez Morocco AlAkhawayn University in Ifrane- Center for Learning Technologies PO BOX:1497 Avenue Hassan II Ifrane 53000 Morocco

A number of researchers have documented several difficulties faced by learners of basic programming concepts. Among the suggested pedagogical solutions to overcome these difficulties is the use of serious games inthe learning process. In fact, these games are more likely to boost the motivation of students and allow them to develop their knowledge efficiently. Our studyfocuses on evaluating such usage and the resulting students’ motivation towards programming. We’ve made students create simple games using the Scratch game environment in order for them to learn programming basics. The experiment was conducted with a group of 69 high school science major students. This group of students was arbitrarily chosen and divided into three sub-groups. With the first sub-groupwe experimented with our pedagogical method based on the creation of simple games using Scratch environment. With the other sub-groups we used a conventional method based on Pascal programming language. Twosurveys were distributed at the beginning and at the end of the experimentation in order to identify the programming level of students, their gaming habits, their motivation and interest for programming in the future. The analysis of the surveysshows that using an environment for learning programming such as Scratch highly motivate students and empower them to pursue their studies in programming. In fact, when learners were asked about their desire to continue their studies in programming, 65% of students who have experienced with Scratch environment consider continuing their studies in programming whereas only 10.3% of students who used a standard programming environment showed some interest.

关键词： Serious games introductory programming scratch motivation

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Integrating programming into Physics and Algebra (Abstract Only) 15

Integrating Programming into Physics and Algebra (Abstract O...

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： Eric A. Freudenthal Kien Lim Karla Carmona Catherine Tabor University of Texas at El Paso El Paso TX USA

ISBN: (纸本)9781450329668

We are infusing inquiry-driven programming activities into algebra and physics courses with the objective of strengthening disciplinary understandings and providing all students a meaningful first experience with *** majority of students who complete 9th grade algebra fail to connect its syntactic and graphical representations to concepts related to rate of change. These learning deficits contribute to the well documented failure of high school and college physics courses to effectively convey conceptual understandings of the relationships between force, acceleration, velocity and *** programming activities for algebra and physics classrooms focus student attention towards the principles underlying symbolic and graphical representations of slope. Implementations of these inherently multi-disciplinary activities within math, physics, and even computing classes have previously only been successful when instructors have broad content and pedagogical knowledge. For our most recent implementations within physics lab courses led by inexperienced TAs, instructional modules that introduce and explore the lab course's conventional kinematic experiments were developed.

关键词： physics education computer science education introductory programming mathematics education

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Hugging and Bridging: What It Is And Why You Should Be Doing It! (Abstract Only) 15

Hugging and Bridging: What It Is And Why You Should Be Doing...

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： Shuchi Grover Stanford University Stanford CA USA

ISBN: (纸本)9781450329668

Computational Thinking (CT), now widely recognized as a necessary skill for today's generation of learners, is typically being introduced to students in middle and high school (and even at the college level) in the context of programming in visual, block-based, drag-drop environments such as Scratch, Alice, Blockly, Tynker, Agentsheets and Kodu. How well are these first experiences preparing students to apply their learning successfully to future computational experiences, which are likely to be in the context of higher-order, text-based programming languages? How can we teach so as to facilitate successful 'transfer of learning' to future contexts? The art of teaching for transfer, or mediating transfer, has been actively studied for decades in education research. Pedagogies such as 'bridging', 'hugging', and 'preparation for future learning' (PFL) have shown promise in the context of education research in STEM domains at the secondary level. This fun lightning talk will shed light on these very pertinent ideas that CS education will benefit from, and share concrete strategies that can be employed in K-12 and college-level introductory programming classrooms to prepare students for better success with future computational experiences. The broader goal is to get CS educators and researchers thinking about an important aspect of teaching introductory programming and get a conversation started.

关键词： programming languages k-12 computer science introductory programming transfer of learning

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Games: An Approach to Introduce Computer programming for Upper Primary School Students 3

Games: An Approach to Introduce Computer Programming for Upp...

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3rd International Conference on User Science and Engineering (I-USEr)

作者： Lehat, Mohd Lezam Mokhtar, Rashidah Sokman, Yusnita Ismail, Mohd Izuan Basir, Nora Mohd Univ Teknol MARA Johor Fac Comp & Math Sci Segamat Malaysia Univ Teknol MARA Johor Acad Language Studies Segamat Malaysia Univ Teknol MARA Negeri Sembilan Fac Comp & Math Sci Negeri Sembilan Malaysia

ISBN: (纸本)9781479958139

programming is one of the most important areas in computer science. Based on many researches, it was found that the programming subject has the highest failure rate in universities. Hence, several studies had emphasized the importance of introducing programming from the early years of education. A game-based approach is used in this study by focusing on primary school students. A literature survey and an exploratory case study were executed by implementing several learning activities using games. Questionnaires were later distributed to these students after the activities were completed. The findings of this research listed some common game-based approach in introductory computer programming and learners' preferences towards games for upper primary school students. The results of this study can be used as the basis for the development of appropriate games that are suitable to the students' age and level.

关键词： games introductory programming upper primary school students

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