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programming in Scratch Using Inquiry-Based Approach 1

8th International Conference on Informatics in Schools - Situation, Evolution and Perspectives (ISSEP)

作者： Vanicek, Jiri Univ South Bohemia Ceske Budejovice Czech Republic

ISBN: (数字)9783319253961

ISBN: (纸本)9783319253961;9783319253954

Inquiry-based learning has recently become one of the much advocated methodologies used especially in teaching of natural sciences. This of course opens the question whether it is suitable also for teaching informatics, or even more specifically for teaching programming in a didactical programming environment. In action research conducted within teaching practice of pre-service informatics teachers we tried to explore if any of the approaches and types of activities used by these pre-service teachers correspond to the principles of inquiry-based learning. In the research we study how pre-service teachers cope with these approaches to teaching, what contemporary pupils' attitudes to learning programming are, how this topic and the different activities used in the lessons appeal to them and how this type of lessons is perceived by teachers themselves - pre-service informatics teachers.

关键词： teaching programming lower secondary school inquiry-based learning Scratch

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How to Teach programming in Secondary Education: First Results of a PhD Project 09

How to Teach Programming in Secondary Education: First Resul...

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Saeli, Mara Eindhoven Sch Educ NL-5600 MB Eindhoven Netherlands

ISBN: (纸本)9781605583815

In this paper a first introduction to the concept of Pedagogical Content Knowledge (PCK) of programming for secondary school is given. PCK is the knowledge of why a subject should be taught, how that subject should be taught, what topics of that subject should be taught and for whom the teaching of the topic is meant. Moreover a method to uncover the PCK of programming is described.

关键词： Pedagogical content knowledge computer science education teaching programming secondary education

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Increasing student motivation in computer programming with gamification 11

Increasing student motivation in computer programming with g...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Figueiredo, Jose Jose Garcia-Penalvo, Francisco Polytech Guarda Res Unit Inland Dev Guarda Portugal Univ Salamanca Dept Comp Sci Res Inst Educ Sci GRIAL Res Grp Salamanca Spain

ISBN: (纸本)9781728109305

Games have important motivational power. They take advantage of a set of tools to encourage people to engage with them just for the joy of playing and the possibility to win. While gamification is gaining ground in a lot of areas in our society, its application in education is still an emerging trend. In recent years, gamification has attracted the attention of researchers from different areas such as teaching and learning computer programming. Ever since the first programming languages emerged, the problems inherent to programming teaching and learning have been studied and investigated. The theme is very serious, not only for the important concepts underlying computer science courses but also for reducing the lack of motivation, failure, and abandonment that result from student frustration. In most of these studies and research one factor prevails, lack of student motivation or how to motivate students to learn programming. One way to combat this problem is to use gamification. Using game design elements in non-game contexts is one of the good ways to motivate and encourage students to learn programming. To assess how gamification impacted the learning experience, we compared data from one gamified and non-gamified year. In general, the results show significant improvements in terms of attendance to class, participation, and proactivity. They also suggest that our approach can reduce the high rate of failure grade among students. In conclusion, this case study, we show how the use of concepts related to gamification can improve motivation, passion, beauty, joy, awe, e naturally the succeed in programming.

关键词： Gamification learning programming teaching programming programming problems

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Educational Influences of Choice of First programming Language

Educational Influences of Choice of First Programming Langua...

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International Conference on Numerical Analysis and Applied Mathematics (ICNAAM)

作者： Ivanovic, Mirjana Budimac, Zoran Paunic, Dura Univ Novi Sad Fac Sci Dept Math & Informat Novi Sad 21000 Serbia

ISBN: (纸本)9780735412873

The study for degree of Bachelor in Computer science at our Department lasts four years and besides other subjects, offers several interconnected core courses in programming: Introduction to programming, Data structures and algorithms 1 and 2, Operating systems and Compiler construction. The intention in these courses is to put emphasizes on abstract structures and not to insist on particular realization in specific programming language or to use different languages in different courses. In order to avoid teaching many languages and various environments, it was decided to choose one language that is easy to teach and good for development of correct programming style. Chosen language has to be flexible enough to support teaching the different principles, methods and techniques.

关键词： teaching programming programming paradigms First programming language

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Middle School Experience with Visual programming Environments

Middle School Experience with Visual Programming Environment...

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IEEE Blocks and Beyond Workshop (B&B)

作者： Walters, Barbara Jones, Vicki Vanbara Inc Apex NC 27502 USA

ISBN: (纸本)9781467383677

Middle school students often avoid programming endeavors, thinking they are boring and non-productive. We have been successful engaging and maintaining interest in programming through the use of App Inventor 2 and a curriculum of our design. This paper details the features in App Inventor 2's visual programming environment that we believe are significant contributors for engaging students and facilitating their understanding of abstract concepts.

关键词： visual programming middle school teaching programming

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Automated assessment of programming assignments : visual feedback, assignment mobility, and assessment of students'' testing skills

Automated assessment of programming assignments : visual fee...

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作者： Ihantola, Petri Aalto University

学位级别：master

The main objective of this thesis is to improve the automated assessment of programming assignments from the perspective of assessment tool developers. We have developed visual feedback on functionality of students'' programs and explored methods to control the level of detail in visual feedback. We have found that visual feedback does not require major changes to existing assessment platforms. Most modern platforms are web based, creating an opportunity to describe visualizations in JavaScript and HTML embedded into textual feedback. Our preliminary results on the effectiveness of automatic visual feedback indicate that students perform equally well with visual and textual feedback. However, visual feedback based on automatically extracted object graphs can take less time to prepare than textual feedback of good quality. We have also developed programming assignments that are easier to port from one server environment to another by performing assessment on the client-side. This not only makes it easier to use the same assignments in different server environments but also removes the need for sandboxing the execution of students'' programs. The approach will likely become more important in the future together with interactive study materials becoming more popular. Client-side assessment is more suitable for self-studying material than for grading because assessment results sent by a client are often too easy to falsify. Testing is an important part of programming and automated assessment should also cover students'' self-written tests. We have analyzed how students behave when they are rewarded for structural test coverage (e.g. line coverage) and found that this can lead students to write tests with good coverage but with poor ability to detect faulty programs. Mutation analysis, where a large number of (faulty) programs are automatically derived from the program under test, turns out to be an effective way to detect tests otherwise fooling our assessment system

关键词： Computer science teaching programming automated assessment visual feedback software visualization portability mobility testing mutation analysis

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On Practice of Using Open Data in Construction of Training and Assessment Tasks for programming Courses

On Practice of Using Open Data in Construction of Training a...

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10th International Conference on Computer Science and Education (ICCSE)

作者： Olga, Maksimenkova Vadim, Podbelskiy Natl Res Univ Higher Sch Econ Fac Comp Sci Software Engn Dept 3 Kochnovskiy Proezd Moscow Russia

ISBN: (纸本)9781479966004

This paper describes the experience of using open datasets in "programming" course for the first-year undergraduates in Software engineering. The course is designed according to a combined approach. It contains the features of problem based learning and formative assessment. We describe and give examples of open datasets using in training and assessment task development. We also present the problems of open data application to educational process and possible ways of their solving.

关键词： open data open educational resources datasets educational open data teaching programming

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AN INTELLIGENT TUTORING SYSTEM FOR THE DIJKSTRA-GRIES METHODOLOGY

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IEEE TRANSACTIONS ON SOFTWARE ENGINEERING 1995年第5期21卷 415-428页

作者： NG, F BUTLER, G KAY, J UNIV SYDNEY BASSER DEPT COMP SCISYDNEYNSW 2006AUSTRALIA CONCORDIA UNIV CTR INTERUNIV CALCUL MATH ALGEBRDEPT COMP SCIMONTREALPQ H3G 1M8CANADA

This paper describes the design and implementation of an intelligent tutoring system for the Dijkstra-Gries programming methodology as defined by Gries in ''The Science of programming'' [12]. The first part of the paper identifies the requirements of intelligent tutoring systems in general and those of the methodology in particular. It shows the suitability of the Smalltalk environment for developing expandable intelligent systems and the compatibility of Smalltalk's object-oriented paradigm with the Gries methodology's goal/plan approach to programming. We then describe how these requirements are met: an overview of the system's support of the methodology and the modules that enable the system to respond intelligently. As an example, a reusable tutorial part is presented, first from a student's perspective, then from an author's perspective. Finally the results of an evaluation of the system drawn from actual student experience are presented.

关键词： DIJKSTRA-GRIES INHERITANCE INTELLIGENT TUTORING SYSTEMS OBJECT-ORIENTED SYSTEMS programming METHODOLOGY REUSE SYMBOLIC ALGEBRA teaching programming UNIFICATION USER MODELING

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DESIGNING SOFTWARE FOR CHILDREN

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SOFTWARE-PRACTICE & EXPERIENCE 1984年第5期14卷 451-461页

作者： MCKEAG, RM EVES, A ROONEY, EJ Department of Computer Science The Queen's University Belfast BT7 INN N. Ireland

This brief paper describes the considerations behind the design and use of a programming language and editor for use by children of primary school age.

关键词： Turtle Talk Logo programming language design Human factors teaching programming Primary school children

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USING COMPUTER ANIMATIONS IN THE CLASSROOM

USING COMPUTER ANIMATIONS IN THE CLASSROOM

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2nd International Conference on Computer Supported Education

作者： Riley, George F. Georgia Inst Technol Atlanta GA 30332 USA

ISBN: (纸本)9789896740238

We present several animation tools that we have used in the classroom to help reinforce some fundamental concepts of computer architecture, computer programming, and computer networking. When presenting such concepts to undergraduate students, the concept of concurrency has been particularly difficult to explain and demonstrate. When two more things are happening at the same time, student often struggle to grasp what this actually means. Additionally, when teaching introductory programming classes, we believe it is important for students to understand how their program is converted into a larger number of simpler steps resulting in assembly language or machine code instructions. Attempts to show these concepts using traditional chalkboard methods or static viewgraphs have not worked well. To help present these concepts in a more understandable way, we have created several computer animations that we have shown to students in the classroom to illustrate visually these fundamental concepts. Further, our animation programs can create movie output files that students can download and view as often as desired.

关键词： Animations Classroom teaching teaching programming

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