Thematische Bibliographien / Programming in teaching

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Auswahl der wissenschaftlichen Literatur zum Thema „Programming in teaching“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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Zeitschriftenartikel zum Thema "Programming in teaching"

Mellor-Crummey, John, William Gropp und Maurice Herlihy. „Teaching parallel programming“. XRDS: Crossroads, The ACM Magazine for Students 17, Nr. 1 (September 2010): 28–30. http://dx.doi.org/10.1145/1836543.1836553.

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Bishop, M., und D. A. Frincke. „Teaching Secure Programming“. IEEE Security and Privacy Magazine 3, Nr. 5 (September 2005): 54–56. http://dx.doi.org/10.1109/msp.2005.133.

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Koulouri, Theodora, Stanislao Lauria und Robert D. Macredie. „Teaching Introductory Programming“. ACM Transactions on Computing Education 14, Nr. 4 (24.02.2015): 1–28. http://dx.doi.org/10.1145/2662412.

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Flood, Raymond, und Bob Lockhart. „Teaching programming collaboratively“. ACM SIGCSE Bulletin 37, Nr. 3 (September 2005): 321–24. http://dx.doi.org/10.1145/1151954.1067533.

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Bishop, M. „Teaching robust programming“. IEEE Security & Privacy Magazine 2, Nr. 2 (März 2004): 54–57. http://dx.doi.org/10.1109/msecp.2004.1281247.

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Baştemur Kaya, Ceren, und Hasan Çakır. „Utilization of Alice Software in Teaching Programming Language“. Journal of Qualitative Research in Education 6, Nr. 2 (13.11.2018): 1–20. http://dx.doi.org/10.14689/issn.2148-2624.1.6c2s9m.

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ALEXANDRON, Giora, Michal ARMONI, Michal GORDON und David HAREL. „Teaching Nondeterminism Through Programming“. Informatics in Education 15, Nr. 1 (13.04.2016): 1–23. http://dx.doi.org/10.15388/infedu.2016.01.

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Szlávi, Péter, und László Zsakó. „Methods of teaching programming“. Teaching Mathematics and Computer Science 1, Nr. 2 (2003): 247–57. http://dx.doi.org/10.5485/tmcs.2003.0023.

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Tran, Con, und Pierre N. Robillard. „Teaching structured assembler programming“. ACM SIGCSE Bulletin 17, Nr. 4 (Dezember 1985): 32–44. http://dx.doi.org/10.1145/989369.989374.

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Hyler, Linda. „Teaching writing through programming“. Computers and Composition 2, Nr. 2 (Februar 1985): 2–3. http://dx.doi.org/10.1016/s8755-4615(85)80012-8.

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Dissertationen zum Thema "Programming in teaching"

Shinners-Kennedy, Dermot. „Threshold concepts and teaching programming“. Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652021.

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This thesis argues that the urge to build and the adoption of a technocratic disposition have influenced and affected the pursuit and development of a deeper understanding of the discipline of computing and its pedagogy. It proposes the introduction to the discipline of the threshold concept construct to improve both the understanding and the pedagogy. The research examines the threshold concept construct using the theory of concepts. The examination establishes the conceptual coherence of the features attributed to threshold concepts and formalises the basis for threshold concept scholarship. It also provides a refutation for critiques of threshold concepts. The examination reveals the inextricable links between threshold concepts and pedagogic content knowledge. Both rely on the expertise of reflective pedagogues and are situated at the site of student learning difficulties and their encounters with troublesome knowledge. Both have deep understanding of discipline content knowledge at their centre. The two ideas are mutually supportive. A framework for identifying threshold concepts has been developed. The framework uses an elicitation instrument grounded in pedagogic content knowledge and an autoethnographic approach. The framework is used to identify state as a threshold concept in computing. The significant results of the research are two-fold. First, the identification of state as a threshold concept provides an insight into the disparate difficulties that have been persistently reported in the computer science education literature as stumbling blocks for novice programmers and enhances and develops the move towards discipline understanding and teaching for understanding. Second, the embryonic research area of threshold concept scholarship has been provided with a theoretical framework that can act as an organising principle to explicate existing research and provide a coherent focus for further research

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Johansson, Gustav. „Concreteness fading for teaching programming“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17372.

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This dissertation presents a study that explores a specific implementation of concreteness fading used in a serious game that teaches programming. Concreteness fading consists of first presenting concepts with concrete representations before swapping them gradually with their concrete, normal counterparts. The goal is to figure out how concreteness fading should be applied to a programming game to have it increase learning. Expert interviews are performed to discuss different aspects of how the technique is utilized in the game Reduct. Participants also play through the game before discussing it. Results show that some found the individual representations of mechanics within the game to be the biggest flaw while others pointed to how it handled the fading aspect. These generally come down to a lack of clarity, and should be considered when developing future games of this style.

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MARANHÃO, Antonio Augusto Rodrigues de Albuquerque. „Design of a modular multiparadigm programming language for teaching programming concepts“. Universidade Federal de Pernambuco, 2004. https://repositorio.ufpe.br/handle/123456789/2468.

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Made available in DSpace on 2014-06-12T15:58:29Z (GMT). No. of bitstreams: 2 arquivo4579_1.pdf: 1011460 bytes, checksum: 01e8646fc6f336c9eb54adf769b7baf0 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004
A criação de uma linguagem de programação pode ser comparada ao desenvolvimento de um sistema computacional. Sendo assim, o projeto e a implementação da linguagem devem atender a um conjunto de requisitos. Alguns deles estão relacionados às propriedades que a linguagem desenvolvida deve apresentar, como expressividade, capacidade de aprendizagem e produtividade. Outro grupo de requisitos compreende aqueles comuns ao desenvolvimento da maioria dos softwares, como extensibilidade, modularidade e reuso de código. Este segundo grupo de requisitos pode ser obtido através do uso de técnicas modernas de engenharia de software. Neste trabalho, apresentamos o desenvolvimento de uma linguagem multiparadigma modular que faz uso de programação Orientada a Objetos, design patterns e um paradigma de programação mais recente chamado Programação Orientada a Aspectos. A linguagem, que também pode ser vista como um conjunto de linguagens, é desenvolvida de maneira incremental, partindo de uma simples linguagem de expressões até linguagens mais complexas representando alguns dos mais representativos paradigmas de programação, finalizando com o desenvolvimento de linguagens multiparadigmas. Esta família de linguagens é criada através da integração de componentes que representam conceitos de programação. A modularidade obtida através do design proposto possibilita o reuso destes componentes na criação de diferentes linguagens, mesmo que pertencentes a diferentes paradigmas. Adicionalmente, é possível a evolução ortogonal das linguagens, já que a inclusão de novos conceitos é obtida através da simples inclusão dos componentes correspondentes, sem comprometer o funcionamento dos componentes já utilizados. A abordagem proposta para o design e implementação da linguagem também se mostrou bastante útil no ensino de conceitos de programação, já que oferece um ambiente uniforme e extensível para a prática e exploração dos conceitos pelos estudantes. Dessa forma, os estudantes não precisam lidar com diferentes notações e ambientes de desenvolvimento ao abordarem conceitos relacionados a diversos paradigmas

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Bruderer, Rolf. „Object-oriented framework for teaching introductory programming“. Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2005. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=185.

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de, Raadt Michael. „Teaching programming strategies explicitly to novice programmers“. University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.

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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.

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Chung, Wai Hing. „Teaching computer control applications : a programming approach“. Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19628.

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Rogalli, Moritz. „mJeliot - ICT Support for Interactive Teaching of Programming“. Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-157137.

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Pedroni, Michela. „Teaching introductory programming with the inverted curriculum approach“. Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Professur für Software Engineering /Chair of Software Engineering, 2003. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=198.

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Liu, Yi. „BoxScript : a language for teaching component-oriented programming /“. Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276391241&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185305902&clientId=22256.

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More, Kristin. „Teaching Debit Card Skills Using General Case Programming“. Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7198.

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Independent living skills are extremely important for individuals with developmental disabilities as these skills aide in autonomy, lessen the burden on caregivers, and assist with integration into the community. An important skill that should be targeted is purchasing skills. Teaching purchasing skills can bring individuals into contact with new environments and access to items that would not have been available for them to access independently before learning the skill. Traditional purchasing skills often target teaching money and math skills. However, as technology advances, these skills are not only hard to teach to various individuals but may be outdated. There have been a few studies that targeted teaching purchasing skills to individuals using forms other than cash. This study taught debit card purchasing skills using a multiple baseline across participants design to individuals with developmental disabilities and evaluated the effects of using multiple exemplar training on generalization to novel settings. All three study participants showed improved performance after training by demonstrating 87% or more of the steps accurately in the natural setting during post-training generalization probes to the trained stores (average across the three participants and three stores was 90%). Two out of three participants generalized the skill to a novel store with at least 90% accuracy. The third participant generalized the skill to a novel store with 83% accuracy. Maintenance probes were conducted for two of the three participants and those two participants were able to maintain the skill well above baseline accuracy.

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Bücher zum Thema "Programming in teaching"

White, Edward T. Teaching architectural programming. Tucson, Arizona: Architectural Media, 1991.

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White, Edward T. Teaching architectural programming. Tallahassee, Fla: School of Architecture, Florida A & M University, 1986.

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Doug, Cooper, Hrsg. Teaching introductory programming (with Oh! Pascal!). New York: W.W. Norton, 1985.

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Bennedsen, Jens, Michael E. Caspersen und Michael Kölling, Hrsg. Reflections on the Teaching of Programming. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-77934-6.

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Cooper, Doug. Teaching introductory programming: With, Oh! Pascal! 3. Aufl. New York: W. W. Norton, 1993.

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Welcome to programming. New York, N.Y: MIS:Press, 1994.

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Gay, Carpenter, Hrsg. Programming leisure experiences. Englewood Cliff, N.J: Prentice-Hall, 1985.

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E, Quilici Alexander, Hrsg. C programming language: A self-teaching guide. New York, N.Y: Wiley, 1987.

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Teaching structured programming in the secondary schools. Malabar, Fla: Krieger Pub. Co., 1991.

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Shulman, A. R. ObjectVision 2: Self-teaching guide. New York: J. Wiley, 1992.

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Buchteile zum Thema "Programming in teaching"

Prosser, Patrick. „Teaching Constraint Programming“. In Lecture Notes in Computer Science, 3. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10428-7_2.

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Parnas, David Lorge. „Teaching programming as engineering“. In ZUM '95: The Z Formal Specification Notation, 470–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60271-2_137.

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Reinfelds, Juris. „Teaching of Programming with a Programmer’s Theory of Programming“. In Informatics Curricula and Teaching Methods, 41–51. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_5.

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Knudsen, Jørgen Lindskov, und Ole Lehrmann Madsen. „Teaching Object-Oriented Programming is more than teaching Object-Oriented Programming Languages“. In ECOOP ’88 European Conference on Object-Oriented Programming, 21–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/3-540-45910-3_2.

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McDonald, Carlton. „Why Is Teaching Programming Difficult?“ In Higher Education Computer Science, 75–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98590-9_6.

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Gries, D. „Teaching Calculational Logic“. In Programming Concepts and Methods PROCOMET ’98, 9. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35358-6_5.

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Kourie, Derrick G. „The Benefits of Bad Teaching“. In Patterns, Programming and Everything, 63–73. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2350-7_6.

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Davison, Andrew. „Teaching C after Miranda“. In Funtional Programming Languages in Education, 35–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60675-0_37.

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Callahan, Carolyn M. „Gifted Programming Standards“. In Methods & Materials for Teaching the Gifted, 127–44. 5. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-11.

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Johnstone, Adrian, und Elizabeth Scott. „Principled and Pragmatic Specification of Programming Languages“. In Formal Methods Teaching, 165–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32441-4_11.

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Konferenzberichte zum Thema "Programming in teaching"

McGowan, Aidan, Philip Hanna und Neil Anderson. „Teaching Programming“. In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899421.

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Flood, Raymond, und Bob Lockhart. „Teaching programming collaboratively“. In the 10th annual SIGCSE conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1067445.1067533.

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Juricic, Vedran, und Matea Radosevic. „Puzzle-like programming languages in teaching programming“. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2019. http://dx.doi.org/10.23919/mipro.2019.8757192.

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Doherty, Liam, und Vive Kumar. „Teaching programming through games“. In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314120.

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Rogers, John R., und Konstantin Avdashchenko. „Teaching Microcontroller Programming Graphically“. In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64169.

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The ability to develop algorithms for microcontroller-based systems has traditionally required a computer science background. Many undergraduate mechanical engineering programs lack the time in the curriculum to devote to the necessary coursework. This paper presents a graphical method of developing algorithms. The method enables engineering students with weak computer science backgrounds to rapidly iterate microcontroller programs. The proposed method uses Simulink and chip-specific Simulink blocksets to access microcontroller inputs, outputs, internal timers, and other chip functions. Before- and after- observations from the implementation of the method in a mechatronics course are presented. The proposed method is compared to the traditional C language method of developing an algorithm. It is shown that it is easier to convey the algorithm in the Simulink implementation than it is to convey the C-language implementation of the same algorithm. It is quicker to develop algorithms using the Simulink-based method. The method is relevant in constrained undergraduate engineering programs, particularly mechanical engineering, where there is little instruction in computer programming. The method is scalable to industrial applications outside academia although it is not yet widely used there.

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„Session details: Teaching Programming“. In the 19th Koli Calling International Conference, chair Nick Falkner. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3364510.3375454.

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Tomayko, James E. „Teaching eXtreme Programming Remotely“. In Proceedings. 18th Conference on Software Engineering Education & Training. IEEE, 2005. http://dx.doi.org/10.1109/cseet.2005.35.

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Levy, Suzanne Pawlan, und John W. McCormick. „Teaching programming for reuse“. In Tutorial proceedings. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/216591.216599.

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Falkner, Nick. „Session details: Teaching Programming“. In Koli Calling '19: 19th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3375454.

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Yu-Jen Lo, Chiung-Chen Lin, L. Hou, Jane-Dong Wu, Yu-Chi Feng und G. C. Lee. „Learning Beginning Programming with Cloud-Based Cloze Programming Practices“. In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.18.

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