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Annual Conference on Innovation and Technology in Computer Science Education

作者： Kasurinen, Jussi Nikula, Uolevi Lappeenranta Univ Technol FI-53851 Lappeenranta Finland

ISBN: (纸本)9781605583815

In this paper we present a concept for three-phase measuring method, which can be used to obtain data on student learning. The focus of this method lies on the technical aspects of learning programming, answering questions like which programming constructs students applied and how large portion of the students understood the concepts of programming language. The model is based on three consecutive measurements, which are used to observe the student errors, applied programming structures and an application of a Bayesian learning model to determine the programming knowledge. So far the model has produced results which confirm prior knowledge on student learning, indicating that the concept is feasible for further development. Despite of the early development phase of the method, it offers a straightforward way for teacher to assess the course contents and student performance.

关键词： programming knowledge error analysis knowledge tracing

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Comparison of the programming knowledge of Slovakian and Hungarian Students

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Procedia - Social and Behavioral Sciences 2012年 64卷 169-178页

作者： Gábor Kiss Óbuda University H-1034 Budapest Becsi ut 96/b. Hungary

An analysis of programming knowledge of Hungarian and Slovakian students was made using a web based Informatics Test. After the evaluation of the test results were found some significant differences in programming knowledge of the students from different countries, but does not depend on the different way of teaching. In the following statistical analysis Levene's test, T-test and Z-test was used. The monitoring was held on the p=5% significancy level throughout the analysis. Underlying causes are discussed. Survey results are traced back to differences in the educational systems of the two countries.

关键词： Comparative analysis Measuring comparison programming knowledge Hungary Slovakia

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An in-depth analysis of programming in the Swedish school curriculum-rationale, knowledge content and teacher guidance

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JOURNAL OF COMPUTERS IN EDUCATION 2023年第2期10卷 237-271页

作者： Vinnervik, Peter Umea Univ Dept Sci & Math Educ S-90187 Umea Sweden

This paper reports a study of Swedish curriculum documents for compulsory school in order to unfold how novel programming content is communicated to the main policy enactors, that is, the teachers. Specifically, the study focusses on: (1) arguments for why programming is relevant and for what purposes, (2) what programming knowledge that is specified and (3) what guidance the curriculum documents provide to help teachers realise the programming content in their teaching. Text analysis was used as method of analysis. Two conceptual frameworks were used during analysis to identify and classify arguments for computer science in compulsory education, and to identify types of programming knowledge. Results reveal that the curriculum documents are sparse on details about what programming knowledge entails. Instead, programming is mainly presented as an interdisciplinary tool to achieve other learning goals. Guidance is given mainly in the form of cautious suggestions on how the work can be organised and through broad explanations and examples of how programming can be useful. However, some important and difficult strategic decisions are left entirely to the teachers without any clear guidance. The programming message in its entirety is communicated through several texts from different subjects. Altogether, this may complicate teachers' process of transforming the curriculum into teaching and learning activities. In turn, there is a risk of inequality amongst schools and that the programming experience for the children becomes fragmented, superficial, misses out on key points, or is omitted, in part or in whole.

关键词： programming programming knowledge Arguments for programming Intended curriculum Curriculum analysis Compulsory school

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A closer look at programming expertise: Critical survey of some methodological issues

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INFORMATION AND SOFTWARE TECHNOLOGY 1996年第1期38卷 37-46页

作者： Navrat, P Slovak Technical University Bratislava Slovakia

We attempt to identify important methodological concepts within knowledge of programming. In one dimension, there are various levels of abstraction;in another, there are various levels of generality. Still another dimension marks different meta-levels. We relate these properties to typical concepts in programming and problem solving. A critical survey of some of the currently used interpretations and applications of these concepts is given. We discuss a formulation of a method of programming that would better reflect the fundamental relations.

关键词： abstraction generalization meta-levels programming knowledge development method

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DOMAIN-SPECIFIC AUTOMATIC programming

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IEEE TRANSACTIONS ON SOFTWARE ENGINEERING 1985年第11期11卷 1321-1336页

作者： BARSTOW, DR Schlumberger-Doll Res. Ridgefield CT 06877 USA

Domain knowledge is vital to an automatic programming system and to the interaction between domain knowledge and programming. The phi-nix project at Schlumberger-Doll Research has explored this issue in the context of 2 application domains related to oil well logging -- interpretation and tool software. The current key research issues in automatic programming are: 1. how domain knowledge should be represented for use by an automatic programming system, and 2. how domain knowledge and programming knowledge interact during the programming process. A framework is developed for domain-specific automatic programming that provides preliminary answers to these questions. Within this framework, programming is modeled in terms of formalization and implementation; each of these activities transforms descriptions of the program as it proceeds through intermediate states of development. The activities and transformations may be employed to characterize the interaction of programming knowledge and domain knowledge in an automatic programming system.

关键词： Program Transformations Automatic programming programming knowledge

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A study on applying roles of variables in introductory programming

A study on applying roles of variables in introductory progr...

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IEEE Symposium on Visual Languages and Human-Centric Computing

作者： Byckling, Pauli Sajaniemi, Jorma Univ Joensuu Dept Comp Sci & Stat FIN-80101 Joensuu Finland

ISBN: (纸本)9780769529875

Expert programmers possess programming knowledge, which is language independent and abstract. Still, programming is mostly taught only via constructs of a programming language and explicit teaching of programming knowledge is often disregarded. Experts' high level programming knowledge can, however be explicitly taught in an introductory programming course. This paper reports the results of a study in which the effects of teaching roles of variables to novices in an elementary programming. course were examined. In the course expert programming knowledge was taught explicitly with the concept of roles and by using PlanAni, a role-based animator, which elaborates role knowledge and the concept of a variable in general. The study replicates methodologically our earlier study conducted in the same course a year earlier when roles were not used, in the teaching. In this paper we discuss also the differences between the two student groups taught differently. The overall results show that students who were taught with roles learned high level programming plans faster and were able to use some complex programming plans better than students who were taught only with traditional methods.

关键词： programming knowledge Variable Students Computer programming Languages variable range language-independent

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Concealing the Complexity of Node programming in Wireless Sensor Networks

Concealing the Complexity of Node Programming in Wireless Se...

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IEEE 8th International Conference on Intelligent Sensors, Sensor Networks and Information Processing (IEEE ISSNIP)

作者： Bader, Sebastian Oelmann, Bengt Mid Sweden Univ Dept Informat Technol & Media S-85170 Sundsvall Sweden

ISBN: (纸本)9781467355018;9781467354998

There is a significant potential for Wireless sensor networks to be used as a general distributed measurement and monitoring system. The integration of computation, communication and sensing enables smart sensors to be built that can be adapted to a plethora of application requirements and allow for automated data collection throughout the network. However, the potential end users of this systems are domain experts, who usually do not possess the technical expertise to program, and thus operate, wireless sensor nodes, which prohibits the technology from becoming off-the-shelf equipment. In this paper, we present a method which enables the complexity of programming sensor nodes to be concealed in order to allow domain experts to use wireless sensor networks in basic applications without the requirement of technical assistance. We propose to use a computer-based specification entry, which generates a configuration parameter set to adjust the sensor node's application behavior. The method has been implemented in a proof-of-concept system and evaluated with test subjects who possess limited programming skills. The results show that users without any prior programming knowledge, or experience with embedded systems, are capable of configuring a sensor node according to a given application scenario within minutes.

关键词： Wireless sensor networks configuration parameter automated data acquisition intelligent sensors technical cooperation programming End users Sensors Embedded systems Plethora Ganglia programming knowledge OFF THE SHELF EQUIPMENT Professional Competence

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A generalized knowledge-based approach to comprehend Pascal and C programs

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IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS 2000年第4期E83D卷 591-598页

作者： Ueno, H Natl Ctr Sci Informat Syst Tokyo 1128640 Japan

knowledge-based program understanding is widely known as one of the key issues in programming education support systems and environments for novices. Most program understanders, however, have limitations. One of them is an ability to dear with a single programming language, while human tutors can comprehend plural languages by means of generalized knowledge on programming languages and techniques. This paper proposes the concepts and methodology of the knowledge-based program understander ALPUS II, which deals with plural programming languages, i.e., Pascal and C, by means of generalized abstract syntax AL and knowledge representations based on it. ALPUS II is an extension of ALPUS, which dealt with a single programming language Pascal, and is a sub-system of an intelligent programming environment INTELLITUTOR. The INTELLITUTOR system consists of a guided programming editor GUIDE and a knowledge-based program understander ALPUS II, and is available on the Internet. In the process of comprehension source statements written in Pascal or C are translated into AL representation first. Since the contents of the programming knowledge bases are adjusted to deal with the AL representations the program comprehension procedure is available for both Pascal and C. It is possible to append other programming languages by simply attaching a transformation module for each additional procedural language. It is noted that knowledge acquisition tasks for additional languages are not needed since the contents of the knowledge base are generalized for multiple use. The INTELLITUTOR system was implemented in the frame-based knowledge engineering environment ZERO on a UNIX server machine in the Internet environment. ALPUS II demonstrates interesting features in program comprehension for the C language by means of the transformed knowledge from the already available knowledge for Pascal, which was developed for ALPUS, in a feasibility study. The current Version of ALPUS II supports almost

关键词： program understanding programming knowledge programming education knowledge-based system distance learning

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CONCEPTS AND METHODOLOGIES FOR knowledge-BASED PROGRAM UNDERSTANDING - THE ALPUSS APPROACH

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IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS 1995年第9期E78D卷 1108-1117页

作者： UENO, H Tokyo Denki Univ Saitama-ken Japan

The background concepts and methodologies of the knowledge-based program understander ALPUS is discussed. ALPUS understands user's buggy Pascal programs using four kinds of programming knowledge: the knowledge on algorithms, programming techniques, the Pascal language, and logical bugs. The knowledge on algorithms, the key knowledge, is a form of hierarchical data structure called Procedure Graph (HPG). In HPG each node represents a chunk of operations called ''process,'' which is consisted of sub-processes. The other knowledge is maintained as independent knowledge bases and linked to associated processes of the HPG. The knowledge about bugs acquired by cognitive experiment is grouped into three categories: bugs on algorithms, programming techniques, and the Pascal language, and connected to associated elements of programming knowledge respectively. ALPUS tries to understand user's buggy programs, detects logical bugs, infers user's intentions, and gives advices for fixing bugs. Program understanding is achieved by three steps: normalization, variable identification, and process and technique identification. Normalization results in improving flexibility of understanding. Variable, process and technique identifications are achieved by knowledge-based pattern matching. Intentions are inferred by means of information attached to buggy patterns. The result of comprehension is reported to a user (i.e., student). Experimental results using Quicksort programs written by students show that the HPG formalism is quite powerful in understanding algorithm-oriented programs. The ALPUS's way of program comprehension is useful in the situation of programming education in an intermediate class of an engineering school. The ALPUS system is a subsystem of the intelligent programming environment INTELLITUTOR for learning programming, which was implemented in the frame-based knowledge engineering environment ZERO on a UNIX workstation.

关键词： PROGRAM UNDERSTANDING knowledge-BASED SYSTEM programming knowledge INTELLIGENT programming ENVIRONMENT programming EDUCATION

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A program normalization to improve flexibility of knowledge-based program understander

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IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS 1998年第12期E81D卷 1323-1329页

作者： Ueno, H Natl Ctr Sci Informat Syst Dept Res & Dev Tokyo 1128640 Japan

This paper discusses the experimental evaluation of the knowledge-based program understander ALPUS and methods of program normalization based on the evaluation to improve the flexibility of the system performance. ALPUS comprehends students' buggy Pascal programs using four kinds of programming knowledge, detects logical bugs, infers user's intentions and gives advice for fixing bugs. By means of the combination of the pattern matching technique and the HPG-based formalism of programming knowledge in addition to program normalization high performance of comprehension has been achieved for relatively complex programs such as Quick-sort programs. The experimental evaluation told that program normalization would solve some 55% of unsucceeded student programs. Program normalization has contributed both in decreasing the number of knowledge patterns and increasing the flexibility. This paper proposes a five-step normalization procedure which works well in an experimental situation.

关键词： program understanding program normalization programming knowledge

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