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Building Bridges Instead of Putting Up Walls: An Educational Tool to Facilitate Instructors in Adopting Active Learning Methodologies for teaching programming

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IEEE ACCESS 2025年 13卷 66907-66930页

作者： Calderon, Ivanilse Silva, Williamson Feitosa, Eduardo Fed Univ Amazonas UFAM Inst Comp BR-69067005 Manaus Brazil Fed Univ Pampa UNIPAMPA Software Engn Dept PPGES BR-96460000 Alegrete Brazil

teaching programming is a challenging task, as it requires instructors to guide students in developing complex skills such as real-world abstraction, problem-solving, and logical reasoning. However, the traditional teaching approach is often ineffective in achieving these objectives. Evidence suggests that Active Learning Methodologies (ALMs) can provide a more conducive environment for skill and competency development. Nonetheless, instructors' adoption rate of ALMs remains relatively low due to various barriers and factors, particularly in programming education. To assist instructors in facing this challenge, we present in this article CollabProg, an open collaborative repository designed to support instructors in identifying and selecting the appropriate ALMs for their teaching context and specific classroom needs. Additionally, CollabProg provides a set of practical guidelines, offering a step-by-step guide to assist instructors in adopting ALMs. We adopted the Design Science Research Methodology (DSRM) to systematically address the research problem and guide the development, evaluation, and evolution of CollabProg. Furthermore, we present two case studies to evaluate the acceptance and feasibility of using CollabProg from the perspective of instructors at different educational institutions in Brazil. The evidence demonstrates that CollabProg effectively supports instructors in adopting active learning methodologies while identifying limitations and opportunities for improvement. We also found that CollabProg helped instructors identify and choose suitable ALMs for their teaching context to meet their specific classroom needs. The guidelines provided by the repository were useful and highly practical for lesson planning in adopting ALMs. The adoption of CollabProg underscores the need for effective strategies to support instructors in teaching programming and motivating students to learn. These strategies are particularly important in collaborative learning cont

关键词： Education programming profession Active learning Cognition Logic Guidelines Face recognition Creativity Syntactics Solids teaching programming active learning methodologies computer programming educational tools CollabProg

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teaching programming by teaching principles of reusability

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INFORMATION AND SOFTWARE TECHNOLOGY 1998年第4期40卷 203-209页

作者： Biddle, R Tempero, E Victoria Univ Wellington Sch Math & Comp Sci Wellington New Zealand

teaching how to program is difficult, but we believe it can be made easier by concentrating on principles of software reusability. Our teaching strategy is based on a conceptual model of reusability that explains how features of programming languages support the creation of reusable software. The strategy has several advantages because it promotes a deep but practical understanding, and allows objective comparison and assessment. This paper outlines our approach in detail, and discusses our experience. (C) 1998 Elsevier Science B.V.

关键词： teaching programming reusable software models

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teaching programming WITH FORMAL MODELS IN GREENFOOT

TEACHING PROGRAMMING WITH FORMAL MODELS IN GREENFOOT

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2nd International Conference on Computer Supported Education

作者： Balz, Moritz Goedicke, Michael Univ Duisburg Essen Specificat Software Syst Essen Germany

ISBN: (纸本)9789896740245

Formal methods for software development are subject to teaching in computer science as a matter of course. However, it is difficult to relate the theories to the practical matter of program code creation. The reason for this is the complexity of model-driven software development approaches which would be needed to derive executable applications from formal models, but are usually not in the focus of the courses. We propose to teach formal methods by using "embedded models", i.e. program code patterns that represent the semantics of formal methods inside arbitrary object-oriented programs. The approach is realized within the Greenfoot graphical simulation enginge. With this approach the technical barrier to the practical use of formal methods is lowered, so that students can easily experiment with such models in a game-oriented environment.

关键词： teaching formal methods teaching programming Model-driven software development Greenfoot

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teaching programming for Blinds: A Review

Teaching Programming for Blinds: A Review

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4th International Conference on Information and Communication Technology and Accessibility (ICTA)

作者： Al-Ratta, Nusaibah M. Al-Khalifa, Hend S. King Saud Univ Coll Comp & Informat Sci Dept Comp Sci Riyadh 11451 Saudi Arabia King Saud Univ Coll Comp & Informat Sci Informat Technol Dept Riyadh 11451 Saudi Arabia

ISBN: (纸本)9781479927265

Many people do not have prior knowledge about what blinds can or cannot do as programmers. In fact, they can be efficiently competing with sighted peers when they have the required assistive tools. This paper provides a systematic review of published literature related to teaching programming for blinds between 1975 and 2013. Twenty-five reviewed papers from journals, conference proceedings, and scholarly databases formed the bases for this review. To the best of our knowledge, this is the first time to make a systematic review of literature relating to teaching programming for blinds. This review categorizes the literature based on different areas of interest, while providing quantitative analysis of publications based on their type and year of publication. Finally, future research venues are explored according to the gaps found in reviewed studies.

关键词： teaching programming blinds visually impaired programmer Audio programming Language Accessibility Review

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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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Design and implementation of a remote lab for teaching programming and robotics

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IFAC-PapersOnLine 2016年第30期49卷 86-91页

作者： de Lima, João Paulo Cardoso Carlos, Lucas Mellos Schardosim Simão, José Pedro Pereira, Josiel Mafra, Paulo Manoel da Silva, Juarez Bento Federal University of Santa Catarina AraranguáSC Brazil

In this document we describe the development of a remote lab and two user interfaces for teaching programming and fundamentals of robotics using Arduino boards. One of the interfaces uses visual language to make the experience more attractive for those who are beginning their studies. The second interface provides an environment similar to the original Arduino's one for those users who have some background to use textual programming language. In addition, we present an usability evaluation of the application using visual programming language to obtain a broad feedback mainly in terms of target audience's acceptance and suggestions for improvements. The environment is still an ongoing work, but it is suitable for courses and workshops, especially for institutions with limited resources. © 2016

关键词： Visual languages Ada (programming language) Computer programming Distance education Robot programming Robotics teaching User interfaces Visualization Arduino Design and implementations Educational robotics Remote laboratories Target audience teaching programming Usability evaluation Visual programming languages

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teaching programming using eduScrum methodology

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PEERJ COMPUTER SCIENCE 2024年 10卷 e1822页

作者： Vostinar, Patrik Matej Bel Univ Dept Comp Sci Banska Bystrica Slovakia

There are a large number of professions in the world today. Some professions are disappearing, and some new ones are emerging. However, they all have something in common: the need to manage them. Throughout its history, humanity has developed several constantly changing forms of management. For this reason, school absolvents must enter the labour market with skills already sufficiently developed, such as communication, cooperation, teamwork, responsibility, and the ability to plan their work. The article focuses on the issue of teaching programming through mobile applications and basic robotics through the innovative form of teaching-EduScrum. The EduScrum methodology is based on the agile software development method Scrum, which develops soft skills. The article describes our experience with this teaching in computer science classes. We established several hypotheses evaluated using descriptive statistics on a sample of 251 students. The main objective of the research is to verify whether teaching computer science in primary and secondary schools using the eduScrum methodology is more suitable than the classical -frontal teaching of computer science. The research showed that secondary school students preferred the eduScrum methodology more than traditional frontal teaching and the primary school students preferred traditional frontal teaching.

关键词： eduScrum teaching programming App inventor Agile methods

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HelloArduBot: A DSL For teaching programming To Incoming Students With Open-source Robotic (OSR) Projects 22

HelloArduBot: A DSL For Teaching Programming To Incoming Stu...

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18th International Symposium on Open Collaboration (OPENSYM)

作者： Slomski, Gustavo Rohling, Adair Jose Varela, Paulo Albonico, Michel Fed Univ Technol Parana UTFPR Francisco Beltrao Brazil

ISBN: (纸本)9781450398466

Block-based languages have been used as a facilitator to teach programming to newcomer and end-user programming students. Another alternative is to abstract the programming domain by using educational robots. Such approaches face some challenges. Block-based languages are far different than conventional programming languages, resulting in an abrupt transition between the two paradigms. On the other hand, commercial educational robots are limited to predesigned projects, which bounds students' creativity. In this work, we propose an intermediate language (between blocks and traditional language that focuses on Arduino, allowing a wide range and student-designed projects. Preliminary results show that our language is simpler than the native Arduino language and that it would be a preferred alternative for beginner students of a computer science undergraduate course.

关键词： teaching programming domain-specific language open-source robot-based

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Proposing a Solution for the Problem of teaching programming to Novice Students Using Soft Systems Methodology

Proposing a Solution for the Problem of Teaching Programming...

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International Conference on Engineering and MIS (ICEMIS)

作者： Mohammed, Salma A. O. Elhaddad, Mariam E. Mohammed, Alfaroq O. M. Omar Al Mukhtar Univ Dept Comp Sci Elbeida Libya

ISBN: (纸本)9781509067787

Problems involving human activity systems contain a soft element which makes them hard to resolve using traditional approaches. teaching programming is no difference in this regard. The presence of numerous factors makes it a complex and messy situation. However, one key contributor to this problem is the differences in perception of the parties involved. This paper aims to analyze the problem of teaching programming within a computer science department at Omar Elmukhtar University (OMU) through the application of soft system methodologySSM, in addition to investigating the effects and benefits of using such an approach in order to suggest a solution. Through constructing a root definition and conceptual model, we were able to provide a standard to which the current organization can be compared against, and therefore, achieve a better understanding regarding which changes need to be carried out in order to attain the system's desired results.

关键词： soft system methodology teaching programming computational thinking novice programmers conceptual mode human activity system

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A Systematic Literature Review on teaching programming to People with Cognitive Disabilities

A Systematic Literature Review on Teaching Programming to Pe...

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IEEE Frontiers in Education Conference (FIE)

作者： Juvino de Araujo, Elaine Cristina Andrade, Wilkerson L. Univ Fed Campina Grande Fed Inst Paraiba Campina Grande Paraiba Brazil Univ Fed Campina Grande Campina Grande Paraiba Brazil

ISBN: (纸本)9781665438513

This Research Full Paper presents a Systematic Literature Review (SLR) that analyzes scientific studies based on teaching programming to people with cognitive disabilities. teaching programming is naturally challenging, especially when faced with students with different learning levels, including cognitive impairment. Due to the lack of a panorama that contemplates the association between teaching programming and people with cognitive disabilities, we present this SLR to identify which initiatives are available to teach people with cognitive disabilities to programming. This SLR followed the protocol model of a systematic review adapted to cover specific requirements for planning, executing, and presenting results. There are some initiatives to include students with some cognitive impairment found in the literature. However, there are still gaps to explore. The main question answered by this research is to identify what are the efforts and contributions to teaching people with cognitive disabilities to program, looking for related papers in the Springerlink, ACM, and IEEE databases.

关键词： teaching programming cognitive disabilities systematic review

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