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7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

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

ISBN: (纸本)9781450371919

It is consensual to consider teaching and learning programming difficult. A lot of work, dedication, and motivation are required for teachers and students. Since the first programming languages have emerged, the problem of teaching and learning programming is studied and investigated. The theme is very serious, not only for the important concepts underlying the course but also for the lack of motivation, failure, and abandonment that such frustration may imply in the student. Immediate response and constant monitoring of students' activities and problems are important. With this work, it is our goal to improve student achievement in courses where programming is essential. We want each student to be able to improve and deepen their programming skills, performing a set of exercises appropriate and worked for each student and situation. We intend to build a dynamic learning model of constant evaluation, build the profile of the student. The student profile will be analyzed by our predictive model, which in case of prediction of failure, the student will have more careful attention. Predict the student's failure with anticipation and act with specific activities, giving the student the possibility of training and practicing the activities with difficulties. With this model, we try to improve the skills of each student in programming.

关键词： programming teaching programming learning programming CS0 CS1 datasets neural networks

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AsPIn: A Moodle Plugin for Introductory programming teaching 17

AsPIn: A Moodle Plugin for Introductory Programming Teaching

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17th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Macedo, Fernanda Yamin, Joao Lucas Silva, Wanderson Jean Holanda, Maristela Oliveira, Roberta Univ Brasilia UnB Dept Ciencia Comp Brasilia DF Brazil

ISBN: (纸本)9789893334362

The high failure rate of introductory programming courses is a challenge present in Brazil and in several universities in the world, including the University of Brasilia with the subject Introduction to Computer Science. In this context, this paper presents the AsPIn plugin, developed for Moodle Virtual Learning Environment, which uses the student's profile to display messages and guidelines and to customize the content available in the course page. The plugin was evaluated at University of Brasilia in Brazil in the Math class. The validation performed by the Mathematics students showed good results.

关键词： Moodle teaching programming Learning programming

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teaching and Learning Strategies for Introductory programming in University Courses 21

Teaching and Learning Strategies for Introductory Programmin...

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9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

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

ISBN: (纸本)9781450390668

Student success in introductory programming courses is a widespread concern. Success does not depend only on the individual characteristics of each student, but there is a set of factors that can interfere with academic performance. Especially in computer science courses, failure has a strong negative influence, since in many cases students are demotivated and, in many cases, they even drop out of the course. In this work, we present a collection of strategies, included in an application, with the objective of helping teacher and student in the teaching and initial learning process of programming. Early identification of potential problems and immediate response is a fundamental aspect to avoid student failure and reduce dropout rates. This paper also describes a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. Finally, we present the results obtained in the use of our set of strategies applied to our study group with particular characteristics in introductory programming course (Introduction to programming), lectured to the first year, first semester, students of the CS course at the Polytechnic of Guarda (IPG), Portugal.

关键词： Introductory programming teaching programming learning programming CS1 intelligent tutoring system neural networks predict success

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Some pedagogical elements of computer programming for data science: A comparison of three approaches to teaching the R language

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teaching STATISTICS 2024年第1期46卷 24-37页

作者： Shilane, David Di Crecchio, Nicole Lorenzetti, Nicole L. Columbia Univ Sch Profess Studies 203 Lewisohn Hall2970 BroadwayMC 4119 New York NY 10027 USA Rutgers State Univ Grad Sch Educ New Brunswick NJ USA CUNY City Coll New York Sch Educ New York NY USA

Educational curricula in data analysis are increasingly fundamental to statistics, data science, and a wide range of disciplines. The educational literature comparing coding syntaxes for instruction in data analysis recommends utilizing a simple syntax for introductory coursework. However, there is limited prior work to assess the pedagogical elements of coding syntaxes. The study investigates the paradigms of the dplyr, ***, and DTwrappers packages for R programming from a pedagogical perspective. We enumerate the pedagogical elements of computer programming that are inherent to utilizing each package, including the functions, operators, general knowledge, and specialized knowledge. The merits of each package are also considered in concert with other pedagogical goals, such as computational efficiency and extensions to future coursework. The pedagogical considerations of this study can help instructors make informed choices about their curriculum and how best to teach their selected methods.

关键词： computer programming pedagogy data analysis curriculum R language teaching programming teaching statistics

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Problem solving and interrelation of concepts in teaching algorithmic thinking and programming 11

Problem solving and interrelation of concepts in teaching al...

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11th International Conference on Applied Informatics, ICAI 2020

作者： Szabó, Zsanett Eötvös Loránd University Hungary

Developing problem-solving thinking should not be the task of only mathematics. It should be the task also of informatics. Students' problem-solving abilities can be greatly enhanced by solving consciously structured, interrelated programming tasks. To create a well-structured series of tasks it is necessary, that we understand and become aware of our own system of concepts. As a teacher, we need to be aware of the concepts that are really important and how they relate to each other. Our aim is to help our students to develop connections and correspondences within their concepts that will facilitate the integration of new concepts into their concept map. In this paper we deal with this concept map and the issues that arise with it. Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).

关键词： Algorithmic thinking Beginning of teaching programming Concept map Concept system Problem solving teaching informatics teaching programming

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Block-C: A block-based programming teaching tool to facilitate introductory C programming courses 8

Block-C: A block-based programming teaching tool to facilita...

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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Kyfonidis, Charalampos Moumoutzis, Nektarios Christodoulakis, Stavros Univ Strathclyde Comp & Informat Sci Glasgow Lanark Scotland Tech Univ Crete Sch Elect & Comp Engn Lab Distributed Multimedia Inf Syst & Applicat Khania Greece

ISBN: (纸本)9781509054671

Block-C is a block-based programming learning tool for C programming language that uses the recognition over recall approach on top of the rigid and complex constructs of C language. It empowers students to learn programming by guiding them to focus on the programming logic rather than the syntax of C language. Novice programmers in introductory programming courses are more productive with the use of Block-C than with regular textual C programming. They can internalize the programming concepts more easily by gradually assigning meaning to the visual models (pertaining to the programming logic) created using the tool. In lab or tutorial sessions, where the presence of facilitators is limited, Block-C can guide the students to complete their assignments easily and effectively. Finally, Block-C promotes the transition to the regular textual C programming by allowing the students to export their code and see how their block-based programs are translated to textual C, but also how textual C is translated to block-based C.

关键词： C programming language teaching programming block-based programming visual programming syntactic error prevention in novice C programming language learning

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teaching Sorting and Searching Algorithms through Simulation-based Learning Objects in an Introductory programming Course

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Procedia - Social and Behavioral Sciences 2014年 116卷 2962-2966页

作者： Georgi Tuparov Daniela Tuparova Vladimir Jordanov South-Western University “Neofit Rilski” 66 Ivan Michailov Str. 2700 Blagoevgrad Bulgaria Institute of Mathematics and Informatics Bulgarian Academy of Science Acad. Georgi Bonchev Str. Block 8 1113 Sofia Bulgaria

In this paper we present our experience in the development and use of interactive simulation-based Learning Objects (LOs) in an introductory course of programming. The focus of our research is on the teaching of one of the important topics in introductory courses of programming - Sorting algorithms and their programming implementation. The characteristics of the LOs developed and the scenarios used for their deployment are described. The results from the pilot study, discussed in the paper, demonstrate an increase of student interest and a level of understanding of the learning content.

关键词： teaching programming sorting algorithms computer based simulation vizualisation learning objects

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Lessons Learned from teaching Scratch as an Introduction to Object-oriented programming in Delphi

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Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 2016年第2期20卷 131-141页

As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could support learners’ understanding of Delphi. Teachers did not receive much training in Scratch. This study explores teachers’ experiences of their first year of the teaching of Scratch. The purpose of the research was to understand how Scratch can be used effectively as a transitioning language to Delphi and to deduce guidelines for teaching Scratch as introduction to object-oriented programming in Delphi. A qualitative research method, within the interpretive paradigm, was selected for this research. Interviews were done with eight randomly selected Information Technology (IT) teachers in the province of North-West, South Africa to gain insight into their experiences of teaching Scratch in 2012, the first year of implementing the new curriculum. Findings show that teachers were uncertain how to teach programming concepts and how to integrate problem solving and algorithm design into teaching Scratch. The focus of teaching was on Scratch, instead of on teaching programming concepts with Scratch. Emerging guidelines emphasise the integration of problem solving and algorithm design; the creation of opportunities to expose learners to error handling and program testing; and the inculcatation of programming concepts. We furthermore recommend active teaching-learning strategies such as pair programming.

关键词： Delphi Scratch introductory programming language visual programming language object-oriented programming teaching programming

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Some thoughts on teaching first year programming 84

Some thoughts on teaching first year programming

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Proceedings of the fifteenth SIGCSE technical symposium on Computer science education

作者： Marcel Dupras Fernand LeMay Ali Mili Dèpartement d'Informatique Université Laval Quebec Canada GIK 7P4 Dèpartement de Didactique Université Laval Quebec Canada GIK 7P4

teaching programming to first year classes is most often considered a matter of minor importance. We think otherwise. This paper expresses our viewpoint on the matter and reports on an experiment supporting our viewpo... 详细信息

ISBN: (纸本)9780897911269

关键词： program correctness Computer Science Curriculum teaching programming

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Undergraduates Teach Game programming Using Scratch

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COMPUTER 2014年第2期47卷 82-84页

作者： Gruenbaum, Peter SDK Bridge Seattle WA 98115 USA

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.

关键词： computer science education Educational institutions Games learning programming middle school computer science programming Scratch Sprites (computer) teaching programming Training

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