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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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Previous issue date: 2004A 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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Affleck, Glenn. „Factors involved in teaching and learning computer programming“. Thesis, University of the West of Scotland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730014.
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White, Andrew Computer Science & Engineering Faculty of Engineering UNSW. „Teaching novices to debug“. Publisher:University of New South Wales. Computer Science & Engineering, 2009. http://handle.unsw.edu.au/1959.4/43723.
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This thesis considers how to teach novices to debug computer programs. The investigation is specifically aimed at students in first year of computer science at university. The goal is to find an effective method of improving the debugging ability of novice subjects. Novices are less effective than experts. Although weaker across the board, novices display a critical lack of strategic skills in the debugging domain. Novices become lost and discouraged easily. Novices do not make good use of program structure, do not use test cases intelligently, and do not track their progress. Even a slight improvement in these aspects has the potential to significantly improve performance. Expert debugging behaviour was examined. This provided the basis for a model of debugging to be used in instructing novices. Teaching materials were developed to instruct and support students in following the model. The model and training were then tested in both laboratory and classroom situations. Results were mixed, with a generally positive trend. The model by itself was not overly effective. When the model was accompanied by training materials containing examples and scaffolding, students who were willing to spend time examining the training usually showed some improvement. In a few cases, the student's debugging style was dramatically improved. The improved performance seems to come partially from improved skill and partially from motivation. The model and materials show potential, and are likely to be more effective when used in an environment that allows interaction, rather than the current paper-based, non-interactive tutorial.
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Jones, Ann Carolyn. „Empirical studies of novices learning programming“. Thesis, Open University, 1989. http://oro.open.ac.uk/56445/.
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This thesis is concerned with the problems that novices have in learning to program: in particular it is concerned with the difficulties experienced by novices learning at a distance, using instructional materials which have been designed especially for novices. One of the major problems for novices is how to link the new information which they encounter with their existing knowledge. Du Boulay, O'Shea and Monk (1981) suggest helping novices to bridge the gap between their existing knowledge and new information by teaching via a conceptual model, which serves to explain the new information in familiar terms. In this thesis the difficulties which novices have when learning to program with the help of a conceptual model were investigated. The curricula and conceptual models of four different programming languages are examined, all of which were designed to teach novices. Du Boulay, O'Shea and Monk (1981) have suggested criteria for analysing conceptual models. It is argued that these criteria, however, do not address the presentation of the conceptual model, and so are insufficient to evaluate them. An additional form of analysis was proposed and used, in addition to the criteria offered by Du Boulay et al. This is a way of describing the conceptual model which distinguishes three views of the conceptual model: state, procedure and function, and which highlights the different aspects which are important for the novice learner by identifying the different kinds of knowledge which are necessary to understand the conceptual model. This analysis of the conceptual models showed that the environments are not as exemplary as the du Boulay et al's criteria suggest, and indicated that three of the environments, SOLO, PT501 and DESMOND, lack a functional representation, and that the fourth, Open Logo, has other different problems. An empirical study was carried out to study the transfer effects of learning two of the languages, a high level and a low level language, sequentially. There was no evidence for such transfer effects. The difficulties novices have in learning the four different languages were also investigated. These studies show that even though the novices were studying environments designed for novices learning at a distance, they did not develop good levels of competence, and the problems they had fall into two main categories: programming and pedagogical. Although the different languages had different aims and curricula, novices had some problems which were common to all or most of the languages. These included understanding flow of control, developing and using programming plans, developing accurate mental models, and in the high level languages, understanding recursion. It is argued that some of these problems are related to the conceptual models. In particular, the difficulties novices had in developing and using plan knowledge, which is one of their main problems, can be explained by the lack of an appropriate functional description in the languages. The subjects' pedagogical problems arose from the relationship between the style and structure of the curriculum, its content, and the subjects themselves. In all the four texts the teaching material is very carefully structured and it is suggested that this may encourage the learner to adopt an over-dependent attitude towards the text, and in some cases, to work at an inappropriate syntactic level. The relationship between the distance learning situation and the novice programmer is discussed, and recommendations are made for improving the curricula used for teaching novices programming.
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Saktheeswaran, Ayshwarya. „The Role of Teaching Assistants in Introductory Programming Courses“. Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71895.
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The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers.
We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.Master of Science
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Manniam, Rajagopal Mukund Babu. „Virtual Teaching Assistant to Support Students' Efforts in Programming“. Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84550.
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Novice programmers often find learning programming difficult. They suffer from various misconceptions and difficulties in understanding the subject. The overall experience with programming can be negative for many students. They may feel isolated in the programming environment and think that programming is difficult for them.
Many schools use automated grading tools to process student work and provide them with early feedback. Web-CAT, an open-source software system that is widely used by many universities, is an example of such an automated grading tool. We have developed a Virtual Teaching Assistant for Web-CAT, called Maria, who can support the students to help alleviate some of the negative emotions towards programming. We have used an animated pedagogical agent as the virtual assistant as certain characteristics of the agent can help with the students' perception about the virtual teaching assistant.
Often, students have a fixed mindset about programming. But it is easy to master programming with practice. To promote a growth mindset, Maria also provides feedback recognizing the effort of the student in addition to the performance-oriented feedback of the students' programs. Maria can also provide motivating or encouraging comments to continue working on the assignment to get a good score. Maria can also provide information about the various errors displayed in student feedback.Master of Science
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Holland, Jay. „A Constraint-based ITS for the Java Programming Language“. Thesis, University of Canterbury. Computer Science and Software Engineering, 2009. http://hdl.handle.net/10092/2861.
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Programming is one of the core skills required by Computer Science undergraduates in tertiary institutions worldwide, whether for study itself, or to be used as a tool to explore other relevant areas. Unfortunately, programming can be incredibly difficult; this is for several reasons, including the youth, depth, and variety of the field, as well as the youth of the technology that frames it. It can be especially problematic for computing
neophytes, with some students repeating programming courses not due to academic
laziness, but due to an inability to grasp the core concepts. The research outlined by this thesis focuses on our proposed solution to this problem, a constraint-based intelligent tutoring system for teaching the Java programming language, named J-LATTE.
J-LATTE (Java Language Acquisition Tile Tutoring Environment) is designed to solve this problem by providing a problem-solving environment for students to work through programming problems. This environment is unique in that it partitions interaction into a concept mode and a coding mode. Concept mode allows the student to form solutions using high-level Java concepts (in the form of tiles), and coding mode allows the student to enter Java code into these tiles to form a complete Java program. The student can, at any time, ask for feedback on a solution or partial solution that they
have formed.
A pilot study and two full evaluations were carried out to test the effectiveness of the system. The pilot study was run with an assignment given to a postgraduate Computer Science course, and because of the advanced knowledge level of the students, it was not designed to test teaching effectiveness, but instead was useful in determining usability issues and identifying any software errors.
The full evaluations of the system were designed to give insight into the teaching effectiveness of J-LATTE, by comparing the results of using the system against a simulated classroom situation. Unfortunately, the participant base was small, for several reasons that are explained in the thesis. However, the results prove interesting otherwise and for the most part are positive towards the effectiveness of J-LATTE. The participants’ knowledge did improve while interacting with the system, and the subjective data collected shows that students like the interaction style and value the feedback obtained.
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Gregg, Elizabeth A. „Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming“. Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.
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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or socially-just games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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Gregg, Elizabeth Anne. „Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming“. Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.
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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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Jones, Michael William. „An extended case study on the introductory teaching of programming“. Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/166317/.
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Learning to program is a complex and arduous process undertaken by thousands of undergraduates in the UK each year. This study examined the progress of transforming the pedagogical paradigm of an introductory programming unit from a highly controlled, reductionist 'cipher' orientation to one in which students have more freedom to explore aspects of programming more creatively. To facilitate this, certain programming concepts were introduced much earlier that had previously been the case. This was supported by an analysis of the semiotics and symbology of programming languages that showed that there was no intrinsic support for the traditional sequence of introducing programming concepts. A second dimension to the transformation involved doubling the number of assessments to emphasise the benefits of continual engagement with programming. The pedagogical transformation was to have been phased over four successive cohorts, although the fourth phase had to be delayed due to a revalidation that amalgamated three programmes into a framework. The study was planned during the second phase of the transformation. To ensure that the study did not disrupt the students’ learning experience the main focus of the research was on quantitative analyses of the work submitted by the students as part of the coursework for the unit. This work included programming portfolios and tests. In all, the work of more than 400 students completing more than a thousand portfolios and a thousand tests were analysed, providing a holistic view of waypoints in the learning process. The analyses showed that the second and third cohorts responded positively to the greater level of freedom, creating more sophisticated applications utilising a wider range of programming constructs. In the latter part of the fourth cohort a more traditional, constrained approach was used by another tutor that resulted in a narrowing of the range of programming concepts developed. The quantitative instruments were augmented by questionnaires used to gauge the students' previous experience, and initial views. Analyses of these returns showed that there appeared to be a limited relationship between a student's previous experience and the likelihood that he or she would succeed in the unit and be eligible to continue to the next stage of the undergraduate programme. The original plan was for qualitative instruments to be introduced in the final two cohorts. The re-organisation alluded to earlier restricted qualitative methods to short, semi-structured interviews during the third cohort. Within the study, certain aspects of the pedagogical transformation were considered in more depth: the development and use of a code generator and criterion-referenced assessment. These innovations were part of another dimension of the transformation of the unit, emphasising comprehension and modification equally with construction. This dimension reflects the changing nature of programming, incorporating existing code wherever possible. The analyses showed that comprehension skills developed to a greater extent within the unit compared with modification and construction. The main conclusions of the study were that the pedagogical changes had a beneficial effect on the learning of all students, including those with considerable previous experience, and those who had never written a program before.
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Choi, Sun-Hea. „Facilitating teaching and learning of programming with inter-active multimedia“. Thesis, Edinburgh Napier University, 2004. http://researchrepository.napier.ac.uk/Output/5681.
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This thesis investigates effective ways of designing and integrating Interactive Multimedia (IMM) to facilitate teaching and learning of programming. Drawing on a preliminary investigation in IMM and learning, an initial design and integration approach was developed. The architecture and design features of IMM courseware and its integration were modelled to suppOli the learning activities defined by Laurillard's conversational and Mayes' learning frameworks and to accommodate the needs for the domain identified at two UK Universities. The approach aimed to improve the quality of student learning with IMM courseware through creating a learning context which supports the teaching and learning processes; encourages students to use the courseware for learning; and increases their motivation and interests in the subject matter they study. The primary emphasis of this approach lies in integrating IMM for lectures and tutorial. Sequent case studies were conducted to evaluate the effectiveness of the approach in supporting teaching and learning. Two IMM courseware, consisting of resource-oriented and task-oriented materials, were developed and integrated into four programming modules at Napier and BruneI Universities. To explore the effects of hyperlinks in problem-solving contexts, three different variations of the task-oriented material were developed: one without hyperlinks, the second with questions (static), and the third with model answers when the questions were answered incorrectly (dynamic). The results suggested that student learning experience was enhanced by the use of the IMM courseware for teaching and learning: their performance and perceptions of the subject matters improved. Using the IMM courseware in lectures and tutorials enhanced the teaching and learning processes, promoted active learning and reflective thinking, and created collaborative learning environment. However, weaknesses were also identified in supporting student learning with different knowledge levels. As for the hyperlinks effects, the results showed that the 'dynamic' hyperlinks improved students' performance most effectively. They helped students become aware of their misconceptions and correct them through revisiting the resource-oriented material; and in the process reflect on what they learnt in lectures. The 'static' hyperlinks were found to be beneficial when students did not have sufficient knowledge to test. In addition, the results revealed various factors affecting student learning with IMM. Among them was students' familiarity with IMM, which emphasised the importance of integrating IMM courseware in a way that encourages students to use it for learning. The thesis presents a design and integration approach informed by the findings from the case studies, and proposes a design and integration process with IMM. The process consists of three phases (designing and integrating IMM, and facilitating learning with IMM) and the factors affecting the phases, and illustrates the relationship between them.
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Beug, Anne. „Teaching Introductory Programming Concepts: A Comparison of Scratch and Arduino“. DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/778.
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Computing has become an integral part of modern America. The Bureau of Labor Statistics estimates that between 2008 and 2018, the United States will have 1.4 million job openings in computing fields [1]. Since the early 2000's (just after the "dot com bust"), the number of students enrolled in computing majors (Computer Science, Computer Engineering, etc.) dropped precipitously by over 50%, only starting to rise again in 2009 [2]. One way to rectify to this gap between demand and supply is to start training students in computational thinking during high school. While the Computer Science Advanced Placement AB test has been retired, a new AP test called "CS Principles" has been added to the suite of tests [3], highlighting the importance of computing to a modern education. Not only will we need more computing professionals, people in other professions will need to have computing skills. We propose in this thesis a comparison of two computing platforms. Scratch is a well-proven platform that teaches core programming concepts through a graphical programming interface. Arduino boards are open-source microcontrollers with an accompanying development environment and C-like language. We develop a parallel curriculum in Scratch and Arduino and compare the two. While we are unable to draw conclusive results from our quantitative study, from our qualitative research we see that Arduino is unsuitable for teaching core programming concepts to computing novices.
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Cilliers, Charmain Barbara. „A comparison of programming notations for a tertiary level introductory programming course“. Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/d1019679.
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Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of introductory programming courses. In response, educators must adopt effective methods and strategies that encourage novice programmers to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This thesis investigates the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a tertiary level introductory programming course. The investigation compares the performance achievement of novice programmers using only conventional textual technological support with that of novice programmers using the integrated iconic and conventional textual technological support. In preparation for the investigation, interpretation of existing knowledge on the behaviour of novice programmers while learning to program results in a novel framework of eight novice programmer requirements for technological support in an introductory programming course. This framework is applied in the examination of existing categories of technological support as well as in the design of new technological support for novice programmers learning to program. It thus provides information for the selection of existing and the design of new introductory programming technological support. The findings of the investigation suggest strong evidence that performance achievement of novice programmers in a tertiary level introductory programming course improves significantly with the inclusion of iconic technological support in the teaching model. The benefits are particularly evident in the portion of the novice programmer population who have been identified as being at risk of being successful in the course. Novice programmers identified as being at risk perform substantially better when using iconic technological support concurrently with conventional textual technological support than their equals who use only the latter form. Considerably more at risk novice programmers using the integrated form of technological support are in fact successful in the introductory programming course when compared with their counterparts who use conventional textual technological support only. The contributions of this thesis address deficiencies existing in current documented research. These contributions are primarily apparent in a number of distinct areas, namely: • formalisation of a novel framework of novice programmer requirements for technological support in an introductory programming course; • application of the framework as a formal evaluation technique; • application of the framework in the design of a visual iconic programming notation and development environment; • enhancement of existing empirical evidence and experimental research methodology typically applied to studies in programming; as well as • a proposal for a modified introductory programming course teaching model. The thesis has effectively applied substantial existing research on the cognitive model of the novice programmer as well as that on experimental technological support. The increase of throughput to a recommended rate of 75 percent in the tertiary level introductory programming course at the University of Port Elizabeth is attributed solely to the incorporation of iconic technological support in the teaching model of the course.
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Bevis, Stanley G. „Lingraf: The design of an interactive teaching aid for linear programming“. Ohio University / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1183749162.
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Smith, William A. „Teaching Object-Oriented Programming with Modeling Tools: Effects on Cognitive Load“. NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/848.
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In order to assist learners with object-oriented programming and design principles, many types of visual modeling tools have been developed to demonstrate otherwise abstract concepts. Although businesses and educational institutions alike have embraced the most mature of these tools, the Unified Modeling Language (UML) notation, it has not been demonstrated that such graphical aids can equally facilitate learning and achievement by all individuals regardless of their prior experience with procedural programming languages. Other visual modeling aids that similarly integrate textual explanations with graphical models have been demonstrated in other studies to increase the cognitive load of learners and to negatively impact the effectiveness of the instruction when used with learners who possess high prior experience in a related area. The goal of this research was to determine the appropriateness of the use of UML modeling tools with students who possess high prior experience in a conceptually different area of programming and design. Specifically, this research examined the effects that teaching object-oriented programming and design with visual UML object modeling tools had on the cognitive load and achievement of experienced procedural programmer’s enrolled in a C++ programming class. Data for this study were collected from four sections of the Introduction to C++ classes at Tulsa Community College. Data were collected on the participants during the experimental semester by using a student programming self-efficacy survey and a series of four object-oriented programming and design achievement tests. On each test, students were asked to subjectively evaluate their cognitive load for the material covered by each question.
The data were analyzed for any significant interactions among the student's prior experience with procedural languages, their exposure to UML, their cognitive load, and achievement. It was expected that the results would show a significant negative relationship between the student's prior experience and their level of achievement when exposed to UML content in the classroom. However, due to multiple violations of tile assumptions of the statistical tests outlined in this study, the results of this study could only be descriptively analyzed. The descriptive analysis revealed only small differences in the levels of achievement and cognitive load among the study's population.
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Ramirez, Uresti Jorge Adolfo. „Expertise, motivation and teaching in learning companion systems“. Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310875.
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Lau, Wing-fat, und 劉永發. „Exploring the relationships among gender, learning style, mentalmodel, and programming performance: implications for learning and teaching of computer programming“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41633945.
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Nordström, Marie. „Object oriented quality in introductory programming education“. Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38009.
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Examples are important when we attempt to learn something new. To learn prob-lem solving and programming is an acknowledged difficulty. Teaching and learning introductory object oriented problem solving and programming has been discussed extensively since the late 1990’ies, when a major shift to object orientation as first programming paradigm took place. Initially, this switch was not considered to cause any major problems, because of the accumulated knowledge for how pro-gramming should be taught. This turned out to be naive. Knowledge gained for the imperative paradigm did not apply well to the object oriented paradigm. Because of its importance for the field of computer science, introductory pro- gramming education has drawn a lot of attention. Most of the research done in connection to object oriented problem solving and programming has been focused on students learning and the difficulty to acquire skills in programming. Less investigated is the foundation of the educational mission, the characteris- tics of object orientation and how this is best supported by the educator. There is no obvious agreement of what the basics of object orientation are, especially not from an educational point of view. In this thesis, two major aspects concerning the teaching of object orientation have been investigated: the definition of object oriented quality, specifically in examples for novices, and educators’ views on aspects of object orientation. Based on research of how object orientation is characterised in literature and in software design principles, a set of concepts and principles are presented as a description of basic characteristics of object orientation. These are applied to the educational context, and a number of heuristics, called Eduristics, for the design of object oriented examples for novices are defined. The Eduristics are then used to discuss the flaws and shortcomings of common textbook examples, but also how the object oriented quality of examples can be improved. To be able to evaluate the quality of examples, we initiated and participated in the development of an evaluation tool. This tool has been used to evaluate a number of examples from popular textbooks. The results show that the object oriented quality of examples is low. To explore the ways educators view a number of aspects of object orientation and the teaching of it, ten interviews have been conducted. The results of this study show that the level of abstraction in the conceptual model of object orientation among educators is low, and that novices are not given any support for object oriented problem solving.Exempel är viktiga när man ska lära sig något nytt och det gäller även när man ska lära sig programmera. Att lära sig problemslösning och programmering är erkänt svårt och det har föranlett många förslag på vad som är ett bra sätt. Under 1990-talet skedde en större omläggning i programmeringsundervisningen världen över. Från att ha introducerat programmering i det imperativa/procedurella paradigmet övergick man till att använda objektorientering som första paradigm. Inledningsvis trodde man inte att det skulle skilja sig på något avgörande sätt från tidigare erfarenheter om hur programmering skulle undervisas. Detta visade sig vara en naiv föreställning. Mycket av den kunskap som ackumulerats kring den imperativa programmeringsundervisningen visade sig svår att överföra till objekt orientering. Omställningen har varit mödosam och är fortfarande inte genomförd fullt ut. Programmering är centralt i datavetenskap, eftersom olika aspekter av programvarukonstruktion genomsyrar det mesta av verksamheten kring datorer. Utbildningsmässigt är en inledande kurs i problemlösning och programmering förutsättningen för vidare studier i ämnet. Detta gör att en hel del uppmärksamhet har riktats mot problemlösning och programmering. Det mesta av den forskning som finns gjord i anslutning till objekt orienterad problemlösning och programmering har varit fokuserad på nybörjares lärande och problem att komma in i programmerandet. Mycket lite finns gjort när det gäller själva utgångspunkten för undervisningen om objektorientering, nämligen vad som är centralt i objektorientering och på vilket sätt det ska manifestera sig i undervisningen. I det här arbetet har två huvudaspekter av objektorientering i undervisningssammanhang undersökts: definitionen av objektorienterad kvalité, specifikt i exempel för nybörjare, samt vilken syn lärare har på olika aspekter av objektorientering. För att möjliggöra detta har vi undersökt hur objektorientering beskrivs i litteraturen och i vedertagna design-principer som används i programvaruutvecklingssammanhang. Baserat på resultatet av den undersökningen har vi använt en uppsättning koncept och designprinciper för att definiera vad som är karakteristiskt för objektorientering. Med detta som utgångspunkt har vi applicerat definitionen av objektorientering till undervisningssammanget och definierat ett antal heuristiker specifikt för konstruktion av objektorienterade exempel för nybörjare. Parallellt med detta arbete deltog vi i utvecklingen av ett utvärderingsverktyg för att värdera objektorienterade exempel för nybörjare. Detta verktyg har använts för en större utvärdering av exempel hämtade från populära läroböcker. Resultaten från denna studie visar att exempel generellt sett håller låg objektori enterad kvalitet. Vi har också visat att exempel som värderas högt, uppfyller våra heuristiker och att exempel som värderas lågt strider mot desamma. För att utforska hur lärare ser på objektorientering och hur de resonerar kring strategier för att lära ut objektorientering, har vi gjort tio intervjuer med lärare i gymnasieskolan och på universitetsnivå. Resultaten visar att den konceptuella modellen för objektorientering är mycket enkel i förhållande till den komplexitet som ofta anses känneteckna paradigmet. Dessutom, ges i stort sett inget stöd för nybörjaren vad gäller att förstå och lära sig problemlösningsansatsen, som ofta upplevs som väsensskild från hur man i normala fall löser problem.
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Seghers, Patricia. „Deconstructing television teaching adults to mediate violent programming for the young child /“. Click here for text online. The Institute of Clinical Social Work Dissertations website, 2003. http://www.icsw.edu/_dissertations/seghers_2003.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Lord, David. „The acquisition of programming skills : effects of learning style and teaching method“. Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389938.
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Hiltunen, T. (Tuomas). „Learning and teaching programming skills in finnish primary schools:the potential of games“. Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201605221873.
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Teaching and learning of programming skills is becoming a mandatory part of Finnish primary school curriculum in the fall of 2016. Teaching of these skills will start from the grade one. The decision of starting teaching programming skills for 6–12 year old students is creating a new situation to the field of basic education in Finland. The current situation is creating challenges for teachers, students and for the planning of the new curriculum. It seems that currently there is not much existing official information and material for Finnish class- teachers considering teaching programming skills. In this study I am trying to map out the new situation from the point of view of teachers. The main research question of this study is: What is the role and importance of teaching and learning programming skills in Finnish primary schools?
For this thesis I have reviewed existing literature on the learning and teaching of programming for school children. As a research method I have used qualitative content analysis for analyzing the results of the interviews with teachers. I have mapped out their opinions and suggestions considering the teaching of programming skills, why it is important and how it could be taught. The role of games or game-based environments has been strongly recognized in this study. I have also tried to clarify the position of programming as a learning subject in Finnish basic education. In this study, I am concentrating on learning and teaching of programming skills at grades 1–6 at Finnish primary schools. As results, I will point out that the teaching and learning of programming skills in basic education can be beneficial for society and for the development of children’s cognitive skills, but there are also many challenges involved. In addition, I am introducing two frameworks based on the gathered data.
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Berry, Michael. „The design and implementation of a notional machine for teaching introductory programming“. Thesis, University of Kent, 2015. https://kar.kent.ac.uk/54854/.
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Comprehension of both programming and programs is a difficult task for novices to master, with many university courses that feature a programming component demonstrating significant failure and drop out rates. Many theories exist that attempt to explain why this is the case. One such theory, originally postulated by du Boulay, is that students do not understand the properties of the machine; they do not understand what they are or how they are controlling them by writing code. This idea formed the development of the notional machine, which exists solely as an abstraction of the physical machine to aid with its understanding and comprehension. This work contributes a design for a new notional machine and a graphical notation for its representation. The notional machine is designed to work with object-oriented languages (in particular Java). It provides several novel contributions over pre-existing models -- while existing similar models are generally constrained to line by line operation, the notional machine presented here can scale effectively across many program sizes, from few objects and lines to many. In addition, it is able to be used in a variety of formats (in both electronic and unplugged form). It also melds together three traditionally separate diagrams that had to be understood simultaneously (the stack trace, class diagram and object heap.) Novis, an implemented version of the notional machine, is also presented and evaluated. It is able to create automatic and animated versions of notional machine diagrams, and has been integrated into BlueJ's main interface. Novis can present static notional machine diagrams at selected stages of program execution, or animate ongoing execution in real time. The evaluation of Novis is presented in two parts. It is first tested alongside a selection of methodically chosen textbook examples to ensure it can visualise a range of useful programs, and it then undergoes usability testing with a group of first year computer science students.
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Vašák, Michal. „Preparation of a hands-on tutorial teaching basics of Mainframe ISPF programming“. Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-82046.
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This paper is primarily focused on developers wanting to learn the essentials of developing mainframe applications on the IBM`s Interactive System Productivity Facility (ISPF) platform. It describes the components of the ISPF environment, focusing mainly on the two components most used in mainframe application development: The ISPF Dialog Manager and the ISPF Program Development Facility (PDF). Second part of the paper is a hands-on tutorial, where the reader is guided trough the creation of a set of simple interactive ISPF applications, with focus on covering the most used features of the platform. Within the paper it is assumed that any reader interested in this topic has basic mainframe skills and knowledge, including user knowledge of ISPF PDF, as it is usually the primary tool for dataset manipulation and editing in the z/OS mainframe environment. A wider skill set is assumed for readers who want to go through the tutorial, for example REXX and z/OS assembler basics. However none of these skills are necessary, nor expected, from those who are mainly interested in finding out what ISPF is and what it can offer to z/OS applications and their developers.
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Lau, Wing-fat. „Exploring the relationships among gender, learning style, mental model, and programming performance implications for learning and teaching of computer programming /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41633945.
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Goold, Annegret, und mikewood@deakin edu au. „Factors affecting success in undergraduate computer programming“. Deakin University. School of Management Information Systems, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051111.120545.
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The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level.
The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students.
The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire.
The findings of the research are as follows.
Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.
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Wilson, Nancy C. „THE BENEFITS OF INTERSECTING FOREIGN AND PROGRAMMING LANGUAGE ACQUISITION PEDAGOGICAL METHODS“. Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/321.
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This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.
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Mwansa, Patrick. „Perceptions of computer programming students on interactive environments for teaching object-oriented concepts using Java“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2536.
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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2017.The skill of programming necessitates knowing programming tools, problem solving and effective techniques of program design and implementation. Most students are incapable of fully understanding and utilising the feature set of Integrated Development Environments (IDEs). The feature set of certain IDEs comes with a lot of functionalities and students have to spend a lot of their time studying the features of the IDE without paying much attention to the syntax and semantics of the programming language. The main objective of this study was to examine the perceptions of students on interactive environments for teaching Object-Oriented concepts using the Java programming language in two integrated development environments. This was done by adopting the ISO 9126 model to select generic external system quality characteristics and sub-characteristics that might influence student evaluation of an IDE. The proposed model was applied on NetBeans and JCreator LE 5.0 as IDEs for teaching Java programming using OOP concepts. The study adopted a mixed method research approach using interviews and questionnaires. A single-case study was used for data collection and analysis. The approaches collected data from two groups of students using either NetBeans or JCreator and who were learning OOP concepts. The study further looked at the students’ class tests and exam results in an effort to have an objective overview of how students performed. These groups of students were at two different campuses of the selected University. Each group had already been exposed to the Java syntax. The result from this study was general guidelines to establish an interactive OOP development environment for teaching and learning of Java programming that enhances OOP comprehension. This research study involved human subjects. It was, therefore, a requirement to seek ethics approval. Additionally, the objects involved were students of a selected University and as such a consent letter was sought from the University.
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Pinkney, James Bassey. „The design of an intuitive teaching interface for robot programming by human demonstration“. Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/42822.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1993.Includes bibliographical references (leaves 99-100).
This thesis deals with the design and implementation of an intuitive, lightweight, compact, low-cost human interface for robot programming by human demonstration. The key feature of this robotic teaching device is its ability to allow the operator to transfer manual manipulation skills to a robot for the completion of contact tasks. The prototype incorporates 6 degree of freedom force and position sensing with tactile and grip position sensing. Total mass was a low 850 grams. Preliminary experimental results proved ease of use and very low error: 20.3 grf. average force error for a 1 Kgf. applied load, and 16.6 grf. average force error for a 3 Kgf. grip force.
by James Bassey Pinkney.
M.S.
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Selby, Cynthia Collins. „How can the teaching of programming be used to enhance computational thinking skills?“ Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366256/.
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The use of the term computational thinking, introduced in 2006 by Jeanette Wing, is having repercussions in the field of education. The term brings into sharp focus the concept of thinking about problems in a way that can lead to solutions that may be implemented in a computing device. Implementation of these solutions may involve the use of programming languages. This study explores ways in which programming can be employed as a tool to teach computational thinking and problem solving. Data is collected from teachers, academics, and professionals, purposively selected because of their knowledge of the topics of problem solving, computational thinking, or the teaching of programming. This data is analysed following a grounded theory approach. A Computational Thinking Taxonomy is developed. The relationships between cognitive processes, the pedagogy of programming, and the perceived levels of difficulty of computational thinking skills are illustrated by a model. Specifically, a definition for computational thinking is presented. The skills identified are mapped to Bloom’s Taxonomy: Cognitive Domain. This mapping concentrates computational skills at the application, analysis, synthesis, and evaluation levels. Analysis of the data indicates that the less difficult computational thinking skills for beginner programmers are generalisation, evaluation, and algorithm design. Abstraction of functionality is less difficult than abstraction of data, but both are perceived as difficult. The most difficult computational thinking skill is reported as decomposition. This ordering of difficulty for learners is a reversal of the cognitive complexity predicted by Bloom’s model. The plausibility of this inconsistency is explored. The taxonomy, model, and the other results of this study may be used by educators to focus learning onto the computational thinking skills acquired by the learners, while using programming as a tool. They may also be employed in the design of curriculum subjects, such as ICT, computing, or computer science.
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Chambers, Cynthia R. „POP Arts: Inclusive Performance Arts Programming“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3868.
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Chambers, Cynthia R. „Performing Together through Inclusive Arts Programming“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3869.
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Kölling, Michael. „The design of an object-oriented environment and language for teaching“. Thesis, University of Kent, 1999. https://kar.kent.ac.uk/21868/.
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Faubion, Donna Elizabeth. „Early childhood special needs 0-5 programming“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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Fung, Pat. „An application of formal semantics to student modelling : an investigation in the domain of teaching Prolog“. Thesis, Open University, 1989. http://oro.open.ac.uk/54182/.
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This thesis reports on research undertaken in an exploration of the use of formal semantics for student modelling in intelligent tutoring systems. The domain chosen was that of tutoring programming languages and within that domain Prolog was selected to be the target language for this exploration. The problem considered is one of how to analyse students' errors at a level which allows diagnosis to be more flexible and meaningful than is possible with the 'mal-rules' and 'bugcatalogue' approach of existing systems. The ideas put forward by Robin Milner [1980] in his Calculus of Communicating Systems (CCS) form the basis of the formalism which is proposed as a solution to this problem. Based on the findings of an empirical investigation, novices' misconceptions of control flow in Prolog was defined as a suitable area in which to explore the application of this solution. A selection of Prolog programs used in that investigation was formally described in terms of CCS. These formal descriptions were used by a production rule system to generate a number of the incomplete or faulty models of Prolog execution which were identified in the first empirical study. In a second empirical study, a machine-analysis tool, designed to be part of a diagnostic tutoring module, used these models to diagnose students' misconceptions of Prolog control flow. This initial application of CCS to student modelling showed that the models of Prolog execution generated by the system could be used successfully to detect students' misunderstandings. Results from the research reported here indicate that the use of formal semantics to model programming languages has a useful contribution to make to the task of student modelling.
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Li, Jinlei. „Developing an online learning module for C programming and Lego robot EV3 programming“. Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279419.
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Recently, the school of electrical engineering and computer science (EECS) at the Royal institute of technology (KTH) proposed to introduce a new learning module for the course Engineering Methods - II1300. The module is to introduce both C programming and LEGO robot EV3 programming, to help the students to complete a course project. A literature study was first conducted to investigate how a learning module should be designed and what information was needed. Data from a survey routinely performed by the department and another in this work were collected. The data showed a wide variety in background knowledge among the students who attended the course. Many students believed that they did not receive enough learning material to complete the C assignments nor sufficient instructions for programming the LEGO robot. Based on the data analyses and guided with the Constructive Alignment method and the Scaffolding theory, a specification was created, and the desired learning module was developed. The module provides necessary instructions, good code examples and relevant resources that may be needed. It arranges a balanced amount of learning activities. It is expected to guide the learningprocess and improve the learning efficiency, and to facilitate the teaching process and reduce the workload. The learning module highlights a structured and modular way to teach fundamentals of C programming using the Scaffolding teaching method in conjunction with Constructive Alignment. The module can be reused with small modifications for similar courses by substituting the contents. Moreover, the strategy and the methods, which the project adopted to develop the module, are rather general and in principle are applicable to most online course development.Nyligen föreslog Skolan för elektroteknik och datavetenskap (EECS) på KungligaTekniska Högskolan (KTH) att införa en ny inlärningsmodul för kursen Engineering Methods - II1300. Modulen ska introducera både C-programmeringoch LEGO-robot EV3-programmering, för att hjälpa eleverna att slutföra ett kursprojekt. En litteraturstudie genomfördes först för att undersöka hur en inlärningsmodul ska utformas och vilken information som behövs. Data från en undersökningsom rutinmässigt utförts av institutionen och en annan i detta arbete samlades in. Uppgifterna visade en stor variation i bakgrundskunskaper blandde studenter som deltog i kursen. Många studenter trodde att de inte fick tillräckligt med läromedel för att slutföra C-uppgifterna eller tillräckliga instruktionerför att programmera LEGO-roboten. Baserat på dataanalyserna och styrs med Constructive Alignment metoden och Scaffoldning teorin skapades en specifikation och den önskade inlärningsmodulen utvecklades. Modulen innehåller nödvändiga instruktioner, bra kodexempel och relevanta resurser som kan behövas. Det ordnar en balanserad mängd lärande aktiviteter. Det förväntas vägleda inlärningsprocessen och förbättra inlärningseffektiviteten och underlätta undervisningsprocessen och minska arbetsbelastningen. Lärningsmodulen belyser ett strukturerat och modulärt sätt att undervisa i grunderna i C-programmering med hjälp av undervisningsmetoden Scaffolding i samband med Constructive Alignment. Modulen kan återanvändas med små ändringar för liknande kurser genom att ersätta innehållet. Dessutom är strategin och metoderna, som projektet antog för att utveckla modulen, ganska allmän och är i princip tillämpliga för de flesta online kursutveckling.
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Böhlmark, Gustav. „Developing an online learning module for C programming and Lego robot EV3 programming“. Thesis, KTH, Skolan för kemi, bioteknologi och hälsa (CBH), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-284235.
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Silva, Isabel Huet e. „Teaching and academic success in higher education: case study: teaching and learning of programming at the Universities of Aveiro and Strathclyde“. Doctoral thesis, Universidade de Aveiro, 2005. http://hdl.handle.net/10773/4559.
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Doutoramento em Ciências da EducaçãoO Departamento de Ciências da Educação, juntamente com o Departamento de Informática e Telecomunicações da Universidade de Aveiro, tem vindo a desenvolver um trabalho de parceria com o Departamento de Informação e Ciências da Computação da Universidade de Strathclyde (UK) com o objectivo de fomentar o ensino e aprendizagem de cursos introdutórios à programação. Ambas as instituições pertencem ao Consórcio Europeu de Universidades Inovadoras (ECIU), tendo como linhas orientadoras o desenvolvimento e implementação de novas formas de ensino, a formação e investigação; a afirmação de uma cultura inovadora nas universidades; a experimentação de novas formas de gestão e administração e a promoção do pensamento crítico (Menges, 1991). A presente tese discute o impacto que diferentes abordagens de ensino e organizações de curso podem ter nas práticas pedagógicas. Por outro lado, apresenta também uma meta-análise dos resultados relacionados com a prática pedagógica para a promoção das aprendizagens e do sucesso académico. No decorrer dos últimos três anos recolheram-se dados de origem qualitativa e quantitativa, nomeadamente, através de entrevistas, de questionários e de observação não participativa. Os diversos dados pretendem contribuir para uma melhor compreensão da organização dos diferentes cursos de introdução à programação e das abordagens de ensino e aprendizagem subjacentes. O estudo contou com a colaboração de vários docentes que contribuíram activamente para este, participando em reuniões e seminários, com o objectivo de promover a reflexão sobre aspectos relacionados com o ensino e aprendizagem, contribuindo, assim, para um aumento do sucesso académico. Durante este processo, investigadora e docentes foram reflectindo sobre métodos e estratégias de ensino, partilhando sugestões para uma reformulação dos cursos de introdução à programação. A percepção dos estudantes foi essencial para uma diferente visão, mais enriquecida, acerca desta temática.
The Department of Educational Sciences and the Department of Electronic & Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer & Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching and learning of introductory programming courses. Both institutions belong to the ‘European Consortium of Innovative Universities’ (ECIU), with a commitment to ‘developing and implementing new forms of teaching, training, and research; to assuring an innovative culture within their walls; to experimenting with new forms of management and administration; and to sustaining and nurturing internationally-minded staff’ (Menges, 1991, p. 86). Over the past three years, data has been collected through interviews, questionnaires and class observation, to better understand the organisation of the different courses and approaches to teaching and learning. Members of academic staff have been actively involved in trying to enhance the students’ learning experience through reflection on teaching methods and trying new ideas to aid student success. During this process we have assimilated insights on teaching philosophies, methods and suggestions for course redesign. As an important piece of the ‘puzzle’, students also provided useful feedback on differing aspects of teaching and course organisation. This thesis discusses the impact that teaching philosophies and course organisation may have on best teaching practices. In addition, it presents a meta-analysis of the findings on the relevance of teaching practices for promoting students’ learning.
FCT
SPASHE - POCTI /CED/42716/2001
Fundação Calouste Gulbenkian
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White, Garry L. „Cognitive characteristics for learning Java, an object oriented programming language“. Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036612.
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Kille, Nicola. „Achieving intercultural knowledge through global awareness programming at liberal arts college“. Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/835.
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This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference?
Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered.
Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context
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Seyam, Mohammed Saad. „Multifaceted Approach for Teaching Mobile Software Development: Class Experiences With Lectures, Tutorials, and Pair Programming“. Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85330.
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The currently mainstream mobile application development became part of several programming classes, and courses are being developed focused on mobile app development. There are fundamental differences in programming topics for mobile, including the small screen and finger-based interactions, connectivity using different communication channels, and a large number of sensors. Because of these differences, there is a need to explore different approaches to teach the concepts of mobile development. Integrated approaches and collaborative learning are key to handle the multi-platform environment of mobile development and the diversity of its devices.
One practice that has been used in educational contexts for collaborative learning is Pair Programming (PP); an approach that features two developers working on the same development task. Since it became popular in the 1990s, Pair Programming (PP) has been used by developers who worked on desktop and web applications. During the past two decades, PP has been studied in both industrial and classroom settings. Several studies have shown that PP is a pedagogical tool that can help students enhance their productivity and performance. However, PP has not been studied for mobile development courses before. With the challenging nature of mobile development topics, we saw potential benefits for pair-based learning.
To cover the challenges of mobile development, we developed an approach that integrates Lectures, hands-on Tutorials, and in-class Pair Programming (PP) sessions (the LTP approach). Although PP has been studied previously in classroom settings, LTP provides an adapted version that better fits the requirements of mobile application development. Integrating PP as a core element of mobile development classes aims at giving opportunities to students to collaborate, share experiences, and solve problems together. Moreover, providing multiple teaching approaches ensures that students would benefit from the variety of education methods. The LTP approach aims at helping Computer Science (CS) educators to develop curricula and manage classes for teaching mobile app development.Ph. D.
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Chambers, Cynthia R. „Community and School-Based Inclusive Book Club Programming“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3865.
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