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SAI Computing Conference (SAI)

作者： Alam, Abu Bush, Vicky Univ Gloucestershire Fac Media Arts & Technol Cheltenham Glos England

ISBN: (纸本)9781467384605

Typical text editors allow "Free Typing" (syntax/semantics-free editing) to construct and maintain textual programs rapidly and easily by expert programmers, but this style does not support novice programmers learning the syntax and semantics of a language. On the other hand, visual editors enforce correct construction of programs using syntax-directed editing. Additionally, they clearly represent the program flow in a visual way. Both textual and visual editors have pros and cons for learners and experts. This paper argues that an editor that offers both a visual and a textual representation of the program in tandem has advantages to offer both learner and expert programmers. It describes the editor, HASKEU, which embodies this principle by providing visual and textual support for editing Haskell functional programs.

关键词： textual programming Visual programming Syntax-Directed Editor Novice Programmers Expert programmers Functional programming

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Computation for Architecture, hybrid visual and textual language: Research developments and considerations about the implementation of structural imperative and object-oriented paradigms

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INTERNATIONAL JOURNAL OF ARCHITECTURAL COMPUTING 2022年第3期20卷 673-687页

作者： Henriques, Goncalo Castro Xavier, Pedro Maciel Silva, Victor de Luca Bispo, Luca Redua Fraga, Joao Victor Univ Fed Rio de Janeiro Rio De Janeiro RJ Brazil Univ Fed Rio de Janeiro Engn Comp & Informacao Escola Politecn Rio De Janeiro RJ Brazil Univ Fed Rio de Janeiro Engn Controle & Automacao Escola Politecn Rio De Janeiro RJ Brazil

In the fourth industrial revolution, programming promises to be a fundamental subject like mathematics, science, languages or the arts. Architects design more than buildings developing innovative methods and they are among the pioneers in visual programming development. However, after more than 10 years of visual programming in architecture, despite the fast-learning curve, visual programming presents considerable limitations to solve complex problems. To overcome limitations, the authors propose to associate the advantages of visual and textual languages in Python. The article addresses an ongoing research study to implement Computational Methods in Architectural Education. The authors began by describing the general goal of this project, and of this article in particular. This article focuses on the implementation of two disciplines 'Computation for Architecture in Python' I and II. The first discipline uses programming based on the construction of functions in the imperative language, implemented in the text editor, in visual programming, using Grasshopper methods. The second discipline, which is under development, intends to teach object-oriented programming. The results of the first discipline are encouraging;despite reported difficulties in programming fundamentals, such as lists, loops and recursion. The development of the second discipline, in object-oriented programming, deals with the concepts of classes and objects, and more abstract principles such abstraction, inheritance, polymorphism or encapsulation. This paradigm allows building robust programs, but requires a more in-depth syntax. The article reports this ongoing research on this new paradigm of object-oriented language, expanding the application of a hybrid visual-textual language in Architecture.

关键词： computation textual programming visual programming imperative programming object oriented programming

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First programming Course in Business Studies: Content, Approach, and Achievement 14th

First Programming Course in Business Studies: Content, Appro...

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14th International Conference on Informatics in Schools - Situation, Evolution, and Perspectives (ISSEP)

作者： Kadijevich, Djordje M. Inst Educ Res Belgrade Serbia

ISBN: (纸本)9783030902285;9783030902278

This paper presents the content of, a didactic approach to, and achievement of a first programming course for students engaged in business studies. Visual and textual programming were combined and a didactic approach that mainly focused on programming and fulfilling sub-tasks was used. This educational approach was applied to novice students of average ability and resulted in modest programming achievements. These achievements are first summarized, presenting the solution of a web application whose development was accessible to most students. Then, possible reasons for such achievements are discussed. The paper ends with several suggestions for practice and research, including a proposal for another sequencing of programming topics that would increase students' motivation to learn programming and improve their learning outcomes. Requirements for hybrid environments supporting both visual and textual programming are also considered. Although the applied methodology and resulting achievements reflect the authors experience in teaching programming to second-year undergraduate students, they are relevant to teaching programming in high school education as well.

关键词： Course achievement Course content Didactic approach First programming course Teacher professional development textual programming Undergraduate students Visual programming

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Remaking and reinforcing mathematics and technology with programming - teacher perceptions of challenges, opportunities and tools in K-12 settings

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INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY 2020年第5期37卷 309-321页

作者： Humble, Niklas Mozelius, Peter Sallvin, Lisa Mid Sweden Univ Dept Comp & Syst Sci Ostersund Sweden Mid Sweden Univ Dept Informat Syst & Technol Sundsvall Sweden

Purpose The purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools. Design/methodology/approach The approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology. Findings The findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges. Practical implications The practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools. Social implications The social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence. Originality/value The value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.

关键词： Teacher professional development programming textual programming Block programming Unplugged programming K-12

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On the Role of Unplugged programming in K-12 Education 18

On the Role of Unplugged Programming in K-12 Education

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18th European Conference on e-Learning (ECEL)

作者： Humble, Niklas Mozelius, Peter Sallvin, Lisa Mid Sweden Univ Dept Comp & Syst Sci Ostersund Sweden Mid Sweden Univ Dept Informat Syst & Technol Sundsvall Sweden

ISBN: (纸本)9781912764419

The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement,

关键词： unplugged programming block programming textual programming K-12 education teacher professional development

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Mit :: Lcs :: Tr :: Mit-Lcs-Tr-640

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2016年

Mit :: Lcs :: Tr :: Mit-Lcs-Tr-640 by published by

关键词： flow flow graph flow graphs media processing method methods mit-lcs-tr-640 object object tel paves program programming tel textual programming user user interface user programming video video programs visual language visual programming

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