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

作者： Majherova, Janka Jackova, Jana Catholic Univ Ruzomberok Hrabovska Cesta 1 Ruzomberok 03401 Slovakia Matej Bel Univ Banska Bystrica Tajovskeho 40 Banska Bystrica 97401 Slovakia

ISBN: (纸本)9781450347044

We describe a pilot research study within the project "Innovative methods in teaching Informatics in secondary education". We introduce some results of a survey regarding the content of the school subject Informatics in lower and upper secondary education in Slovakia. We plan to develop some new educational materials for further education of informatics teachers.

关键词： teaching programming Secondary education Innovative methodology Educational materials Informatics Curriculum

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Integration of Virtual programming Lab in a process of teaching programming EduScrum based 13

Integration of Virtual Programming Lab in a process of teach...

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13th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Cardoso, Marilio De Castro, Antonio Vieira Rocha, Alvaro Inst Politecn Porto Inst Super Engn Porto Portugal Univ Coimbra Fac Ciencias & Tecnol Coimbra Portugal

ISBN: (纸本)9789899843486

Learning programming languages is essential for computer applications development and naturally for the technology evolution. The conventional teaching model of the subjects of initiation to programming is based on a set of tasks that usually result in a series of difficulties for the students which leads to an exhaustive monitoring by the teachers. It turns out that one of the main problems is that students often do not know if their work is correct (i.e. whether it works for a pre-defined data set) until it is reviewed and evaluated by the teacher. In this context, the Virtual Learning Environment becomes an attractive and interesting tool to help teach (and learn) programming. One of these tools is VPL (Virtual programming Lab) a plugin of Mooclle (Modular Object-Oriented Dynamic Learning Environment). We believe that the use of VPL may represent a paradigm shift for students, but also, and especially for teachers, because teachers will have to spend much more time upstream to prepare tasks and activities, test the environment and verify validation of the data. However, it is important to note that downstream teacher effort can significantly reduce because students do not need as much attention given that feedback on the quality and functionality of the code developed is immediate. This work is a part of a PhD in Research at Information Technology in the University of Santiago de Compostela, Spain, and has been developed from the last 12 months. This Ph.D. research aims to analyze the VPL's integration potential in the programming teaching-learning process in higher education. It also aims to verify if, with VPL, it is possible to make student's learning more effective and autonomous, with less time and effort spent by teachers in assignments evaluation. In the present article, we will present a work-in-progress where we will show how VPL was introduced in a teaching-learning process supported on JAVA programming. The teaching method uses EduScrum methodology and

关键词： teaching programming Virtual programming Lab EduScrum Real-time validation automatic assessment innovation

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Use of the Arduino Platform in teaching programming 4

Use of the Arduino Platform in Teaching Programming

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4th International Conference on Information Technologies in Engineering Education (Inforino)

作者： Novak, Milan Kalova, Jana Pech, Jiri Univ South Bohemia Fac Sci Branisovska 1760 Ceske Budejovice 37005 Czech Republic

ISBN: (纸本)9781538658321

The paper deals with the use of the Arduino platform in teaching programming. This issue is a part of the PRIM project (Podpora rozvijeni informatickeho mysleni, Support of the development of information thinking). The output of the project will be a set of teaching and methodological materials that will serve as a pedagogical guide. The goal of this paper is to highlight how to use the Arduino microprocessor in the curriculum for high school and university students in order to obtain excellent results and to support information thinking. The key benefit of the chosen concept with regard to studies of engineering is the design and development of various solutions to real-life problems.

关键词： Arduino development of information thinking teaching programming

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Gamification technique for teaching programming

Gamification technique for teaching programming

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IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education

作者： Carreno-Leon, Monica Sandoval-Bringas, Andres Alvarez-Rodriguez, Francisco Camacho-Gonzalez, Yolanda Univ Autonoma Baja California Sur Baja California Sur Mexico Univ Autonoma Aguascalientes Aguascalientes Mexico Univ Autonoma Nayarit Nayarit Mexico

ISBN: (纸本)9781538629574

This paper presents the application of a gamification technique applied to the teaching of programming to students of introductory courses. The experiences were applied to an introductory course in the teaching of programming in Software Development Engineering at the Autonomous University of Baia California Sur (UABCS). They present some theoretical references that support the proposal and a description of the application context is made. Finally, the results of the use and conclusions obtained are presented.

关键词： gamification teaching programming teaching challenges motivation

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Effects on the School Performance of teaching programming in Elementary and Secondary Schools 11th

Effects on the School Performance of Teaching Programming in...

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11th International Conference on Informatics in Schools - Situation, Evolution, and Perspectives (ISSEP)

作者： Loyo, Angelica Herrera Swiss Fed Inst Technol ABZ Zurich Switzerland

ISBN: (纸本)9783030027506;9783030027490

The aim of this report is to describe some aspects of teaching programming to teenagers from 10 to 13 years old. The examples, data and impressions were taken from some courses given in public and private schools in Mexico, Switzerland and Colombia. The paper is organized as follows: It starts with a description of the didactic proposal of ABZ-ETHZ under which the courses were given. Then the observations and reflexions are described with respect to several considerations: (a) The ubiquitous recreational and social use that children and young people make of the technology, (b) their motivation for programming, (c) reading and writing in language acquisition and ((d) strengthening and applying mathematics as a decisive aspect of the ability to think logically.

关键词： Computational thinking teaching programming LOGO Logical thinking

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teaching programming through Problem Solving: The Role of the programming Language

Teaching Programming through Problem Solving: The Role of th...

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Federated Conference on Computer Science and Information Systems

作者： Nikolaos S. Papaspyrou Stathis Zachos School of Electrical and Computer Engineering National Technical University of Athens Polytechnioupoli 15780 Zografou Athens Greece

ISBN: (纸本)9781467344715

In this short paper, we advocate the importance of problem solving for teaching "Introduction to programming", instead of merely teaching the syntax and semantics of a programming language. We focus on the role of the programming language used for an introductory course. For this purpose we propose CAL, a C-like algorithmic language, which is essentially a well-defined and behaved subset of C with a small number of modest, "educational" extensions. We present the design rationale for CAL, its main features, syntax and illustrative examples.

关键词： teaching programming Problem Solving programming Language

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A Review of Automatic Question Generation in teaching programming

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INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS 2022年第10期13卷 45-51页

作者： Alshboul, Jawad Baksa-Varga, Erika Univ Miskolc Fac Mech Engn & Informat Miskolc Hungary

Computer programming is a complex field that requires rigorous practice in programming code writing and learning skills, which can be one of the critical challenges in learning and teaching programming. The complicated nature of computer programming requires an instructor to manage its learning resources and diligently generate programming-related questions for students that need conceptual programming and procedural programming rules. In this regard, automatic question generation techniques help teachers carefully align their learning objectives with the question designs in terms of relevancy and complexity. This also helps in reducing the costs linked with the manual generation of questions and fulfills the need of supplying new questions through automatic question techniques. This paper presents a theoretical review of automatic question generation (AQG) techniques, particularly related to computer programming languages from the year 2017 till 2022. A total of 18 papers are included in this study. one of the goals is to analyze and compare the state of the field in question generation before COVID-19 and after the COVID-19 period, and to summarize the challenges and future directions in the field. In congruence to previous studies, there is little focus given in the existing literature on generating questions related to learning programming languages through different techniques. Our findings show that there is a need to further enhance experimental studies in implementing automatic question generation especially in the field of programming. Also, there is a need to implement an authoring tool that can demonstrate designing more practical evaluation metrics for students.

关键词： Question generation question generation techniques automatic question generation teaching programming

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HANDIN - A SYSTEM FOR HELPING WITH THE teaching OF programming

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SOFTWARE-PRACTICE & EXPERIENCE 1985年第6期15卷 611-622页

作者： COWLING, AJ MCGREGOR, JJ UNIV SHEFFIELD DEPT COMP SCISHEFFIELD S10 2TNS YORKSHIREENGLAND

A system has been implemented that enables students on a programming course to hand in programs for assessment without the need for printed listings to be generated. The system test runs all submitted programs using standard sets of data, and then facilitates the marking of these programs by the staff teaching the course. The implementation of this system is described, and the experience gained from using it is discussed.

关键词： Program assessment teaching programming programming courses HANDIN

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SP-K - SYSTEM FOR teaching COMPUTER programming

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COMMUNICATIONS OF THE ACM 1977年第5期20卷 301-309页

作者： HOLT, RC WORTMAN, DB BARNARD, DT CORDY, JR UNIV TORONTO COMP SYST RES GRPTORONTO M5S 1A4ONTARIOCANADA

SP/k is a compatible subset of the PL/I language that has been designed for teaching programming. The features of the SP/k language were chosen to encourage structured problem solving by computers, to make the language easy to learn and use, to eliminate confusing and redundant constructs, and to make the language easy to compile. The resulting language is suitable for introducing programming concepts used in various applications, including business data processing, scientific calculations and non-numeric computation. SP/k is actually a sequence of language subsets called SP/1, SP/2, … SP/8. Each subset introduces new programming language constructs while retaining all the constructs of preceding subsets. Each subset is precisely defined and can be learned or implemented without the following subsets.

关键词： PL/I SP/k community colleges high schools introductory computing minicomputers programmer education programming language design teaching programming universities

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A model to develop activities for teaching programming through metacognitive strategies

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THINKING SKILLS AND CREATIVITY 2023年 48卷

作者： Cakiroglu, Unal Er, Betul Trabzon Univ Comp & Instructional Technol Dept Trabzon Turkiye

Among many endeavors to explore ways to effective teaching programming in classrooms, focusing on metacognition is somewhat neglected. This study suggests a framework for inte-grating metacognitive strategies to the programming teaching process. In order to achieve this, the knowledge and skills required for writing quality programs and the nature of the metacog-nition is interrelated with each other encompassing problem solving strategies with program-ming. The framework has two dimensions;one is metacognitive knowledge including conditional, procedure and declarative knowledge and the other is metacognitive regulation including plan-ning, monitoring and evaluating activities embodied in a specialized worksheet. The activities were designed to be implemented in three phases of programming: at the beginning of the pro-gramming, during the programming and after finishing the programming. The suggested framework with the worksheet is pilot tested and validated to be used in the undergraduate introductory programming classrooms. We hope that the suggested roadmap may contribute to the instructional designers and researchers in the field of programming teaching and evaluation.

关键词： programming teaching programming Metacognition Problem solving

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