Since Arduino is the main entry-level platform to the world of electronic circuits and systems, there are many programming environments that try to ease the burden of Arduino textual programming on young primary stude...
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ISBN:
(纸本)9781467396806
Since Arduino is the main entry-level platform to the world of electronic circuits and systems, there are many programming environments that try to ease the burden of Arduino textual programming on young primary students. Although block-based, most of these environments retain the imperative structures of textual programming languages, which are not easily comprehensible by such students. The proposed, in this paper, learning-Arduino-With-Rules Introductory System (LAWRIS) tries to tackle this problem by adopting a rule-based approach: an Arduino-based pre-specified system can be programmed by constructing rules with very simple and intuitive jigsaw pieces, in a visual, web-based environment. Contrary to other programming environments for Arduino, the main logic of LAWRIS is implemented on the board side and only a configuration string is downloaded to it. Thus, LAWRIS features fast responses to both circuit input changes and program modifications, a very important characteristic for young students. It also imposes minimal overhead on the host system, allows web access of the programming environment, and has very low hardware cost.
Parsons problems are code segments that must be placed in the correct order with the correct indention. Research on Parsons problems suggests that they might be a more effective and efficient learning approach than wr...
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ISBN:
(纸本)9781450344494
Parsons problems are code segments that must be placed in the correct order with the correct indention. Research on Parsons problems suggests that they might be a more effective and efficient learning approach than writing equivalent code, especially for time-strapped secondary teachers. I am exploring this hypothesis with empirical experiments, observations, and log file analyses. Our research team also plans to modify the open-source js-parsons software to allow Parsons problems to be dynamically adaptive, which means that the difficulty of the problem will change based on the user's past performance. I plan to compare dynamically adaptive Parsons problems to the current non-adaptive Parsons problems to determine which learners prefer and to see if solving dynamically adaptive Parsons problems leads to more efficient and effective learning than solving non-adaptive Parsons problems.
Novice programmers rely mainly on formative assignments to develop their problem solving skills. Such assignments can be made more engaging by structuring them into visual tasks with instant feedback. Constructivist t...
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ISBN:
(纸本)9781450334402
Novice programmers rely mainly on formative assignments to develop their problem solving skills. Such assignments can be made more engaging by structuring them into visual tasks with instant feedback. Constructivist theory however, suggests such tasks can facilitate learning only if they are designed considering student mental models. Designing such tasks is difficult given the diversity of students in introductory programming courses. This paper presents a flexible and incremental visual constructivist model that enables different pathways for individual students. Formative and summative evaluations based on assignment tasks suggest such an approach can help improve learning outcomes and student satisfaction significantly even when students have varying cognitive abilities.
To motivate students to study advanced programming techniques, including the use of architectural styles such as the model-view-controller pattern, we have conducted action research upon a project based-learning appro...
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ISBN:
(纸本)9783319206844;9783319206837
To motivate students to study advanced programming techniques, including the use of architectural styles such as the model-view-controller pattern, we have conducted action research upon a project based-learning approach. In addition to collaboration, the approach includes students' searching and analysis of scientific documents and their involvement in communities of practice outside academia. In this paper, we report the findings of second action research cycle, which took place throughout the fourth semester of a six-semester program. As with the previous cycle during the previous academic year, students did not satisfactorily achieve expected learning out-comes. More groups completed the assigned activities, but results continue to reflect poor engagement in the communities of practice and very low performance in other learning tasks. From the collected data we have identified new approaches and recommendations for subsequent research.
In the teaching of those subjects related to computer programming competences, a teaching/learning methodology based on problem solving is often used, which sometimes involves the application of techniques such as pai...
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In the teaching of those subjects related to computer programming competences, a teaching/learning methodology based on problem solving is often used, which sometimes involves the application of techniques such as pair programming. In addition, to perform the programming-related tasks, it is common to use professional integrated development environments. Thus, it may be interesting to integrate tools in these environments so that they can support the teaching/learning process. This paper discusses how we have adapted an existing eclipse-based system for learning programming, so that now it has support for collaborative tasks. The new features have been specially designed to solve programming-related assignments and integrated into the learning environment. We also analyze the first impressions gathered from students in the initial experiences made on the system.
Teaching programming to beginners is a complex task. In this article, the effects of three factors-choice of programming language, problem-solving training, and the use of formative assessment-on learning to program w...
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Teaching programming to beginners is a complex task. In this article, the effects of three factors-choice of programming language, problem-solving training, and the use of formative assessment-on learning to program were investigated. The study adopted an iterative methodological approach carried out across 4 consecutive years. To evaluate the effects of each factor (implemented as a single change in each iteration) on students' learning performance, the study used quantitative, objective metrics. The findings revealed that using a syntactically simple language (Python) instead of a more complex one (Java) facilitated students' learning of programming concepts. Moreover, teaching problem solving before programming yielded significant improvements in student performance. These two factors were found to have variable effects on the acquisition of basic programming concepts. Finally, it was observed that effective formative feedback in the context of introductory programming depends on multiple parameters. The article discusses the implications of these findings, identifies avenues for further research, and argues for the importance of studies in computer science education anchored on sound research methodologies to produce generalizable results.
A new class at the University of Washington Bothell trains undergraduate computer science majors to teach coding concepts to middle school students using the game-programming language Scratch.
A new class at the University of Washington Bothell trains undergraduate computer science majors to teach coding concepts to middle school students using the game-programming language Scratch.
As technology is evolving as a driving force in our society, the need for computer programming is arising. However, since most of the computer programming languages are English-based, they can act as barriers for lear...
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ISBN:
(纸本)9781479941667
As technology is evolving as a driving force in our society, the need for computer programming is arising. However, since most of the computer programming languages are English-based, they can act as barriers for learning computer programming for people who are not adequate in English. In this paper we present a Non-English based educational programming system which was build with the goal to help Bengali speaking people learn and write computer programs in Bengali. We have also discussed how the system was build and why it will be useful for Bengali students to use as a platform to learn computer programming.
Many approaches have been developed to simplify user navigation and information search in large information spaces. Annotations, i.e. notes, comments, explanations or other types of remarks bring to these activities n...
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ISBN:
(纸本)9780769538945
Many approaches have been developed to simplify user navigation and information search in large information spaces. Annotations, i.e. notes, comments, explanations or other types of remarks bring to these activities new dimension. Annotations enrich the content and also support collaboration. This paper presents a method for annotation learning materials on programming. learning materials in domain of programming consist of text mixed with programming exercises and code samples. The main idea of the annotation is an extension of learning materials by additional information helping students to understand learning subject easier and faster together with minimizing a need of finding supplemental information in external sources such as reference guides. Additionally, user annotations provide a context based communication space for students and their teacher: students add annotations into the learning text to ask, suggest or comment and the teacher evaluates the annotations and responds. To verify value of this approach we tested proposed method for annotation learning texts within an existing learning system in domain of functional and logic programming.
In an effort to meet the challenges of teaching programming, learning management systems are used to facilitate teaching and enhance learning. In this study we determined students' perceptions, expectations and ef...
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ISBN:
(纸本)9781934272909
In an effort to meet the challenges of teaching programming, learning management systems are used to facilitate teaching and enhance learning. In this study we determined students' perceptions, expectations and effectiveness of the LMS as used in a campus-based programming course and gained insight into the undergraduate student population. A survey was administered after they had completed the course. The instrument explored the perceptions and effectiveness of the various features of the LMS in relation to programming. In addition interviews were conducted. Findings showed that the respondents rated the communication and discussion among the highest and guidance to solving problems among the lowest. We comment on the efficiency of the LMS and how far it goes to support students in problem solving.
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