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Thematische Bibliographien / Programming in teaching / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Programming in teaching“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Biddle, Robert, und Ewan Tempero. „Teaching programming by teaching principles of reusability“. Information and Software Technology 40, Nr. 4 (Juli 1998): 203–9. http://dx.doi.org/10.1016/s0950-5849(98)00040-8.

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12

Reynolds, John C. „Some thoughts on teaching programming and programming languages“. ACM SIGPLAN Notices 43, Nr. 11 (30.11.2008): 108–10. http://dx.doi.org/10.1145/1480828.1480852.

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13

Komilovich, Komilov Dilshodbek. „Methodology, Importance And Scientific Approach To Teaching Programming At School“. American Journal of Social Science and Education Innovations 02, Nr. 10 (31.10.2020): 381–84. http://dx.doi.org/10.37547/tajssei/volume02issue10-61.

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This article provides information about teaching programming at school, the importance of teaching programming from school age, teaching methods and scientific approaches of specialists in this area, the innovations made.

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14

Alajmi, Fawaz, und Ahmad AA Alkhatib. „Enhanced Teaching Model (ETM) for Teaching Programming Languages“. International Journal of Computer Applications 121, Nr. 20 (18.07.2015): 13–24. http://dx.doi.org/10.5120/21655-5026.

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15

Vrbik, Vaclav, und Tomas Priban. „Communicative Approach to Teaching Programming“. Recent Patents on Computer Science 2, Nr. 2 (09.01.2010): 116–23. http://dx.doi.org/10.2174/1874479610902020116.

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16

Yu, Liguo. „Experience Teaching Introductory Programming Courses“. International Journal of Quality Assurance in Engineering and Technology Education 5, Nr. 1 (Januar 2016): 40–53. http://dx.doi.org/10.4018/ijqaete.2016010104.

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This paper describes the teaching methods and teaching experiences of an instructor who has been teaching computer science freshmen for more than ten years. Problem-based learning has been used in introductory programming courses to enhance the quality of learning. The common problem in introductory programming courses is that instructors quite often focus mainly on programming language syntax and usage but ignore the real world applications of these language features. Accordingly, students are likely to find out that it is difficult to apply their programming skills on solving complex problems in their high level courses. Through introducing problem-based learning in introductory programming courses, students not only could obtain experience of dealing with complex problems, but also could practice other soft skills, such as team working skills, which could better prepare them for junior and senior level coursework and capstone projects. In addition, other philosophy issues related to teaching introductory courses are discussed and tentative solutions are presented.

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17

Gramakov, D. A., M. V. Shevchuk, V. G. Shevchenko und E. M. Chukalovskaya. „Programming teaching methodological foundation improvement“. Journal of Physics: Conference Series 1560 (Juni 2020): 012078. http://dx.doi.org/10.1088/1742-6596/1560/1/012078.

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18

Kasimov, Feruz Fayzullayevich. „METHODOLOGY OF TEACHING PROGRAMMING TECHNOLOGY.“ Theoretical & Applied Science 85, Nr. 05 (30.05.2020): 346–50. http://dx.doi.org/10.15863/tas.2020.05.85.67.

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19

Novaes, Luiza, und João Bonelli. „Teaching Computer Programming for Designers“. Design Principles and Practices: An International Journal—Annual Review 9, Nr. 1 (2016): 1–13. http://dx.doi.org/10.18848/1833-1874/cgp/1-13.

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20

Vrbik, Vaclav, und Tomas Priban. „Communicative Approach to Teaching Programming“. Recent Patents on Computer Sciencee 2, Nr. 2 (01.06.2009): 116–23. http://dx.doi.org/10.2174/2213275910902020116.

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21

Linhoff, Joe, und Amber Settle. „Teaching game programming using XNA“. ACM SIGCSE Bulletin 40, Nr. 3 (25.08.2008): 250–54. http://dx.doi.org/10.1145/1597849.1384338.

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22

Bricker, Dennis L., und Edward Y. H. Lin. „Teaching dynamic programming using APL“. International Journal of Mathematical Education in Science and Technology 23, Nr. 3 (Mai 1992): 433–11. http://dx.doi.org/10.1080/0020739920230313.

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23

McKerrow, P. J. „Teaching Content Creation with Programming“. IEEE Multimedia 12, Nr. 3 (Juli 2005): 36–45. http://dx.doi.org/10.1109/mmul.2005.58.

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24

Marks, Joe, William Freeman und Henry Leitner. „Teaching applied computing without programming“. ACM SIGCSE Bulletin 33, Nr. 1 (März 2001): 80–84. http://dx.doi.org/10.1145/366413.364547.

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25

Powers, Kris, Paul Gross, Steve Cooper, Myles McNally, Kenneth J. Goldman, Viera Proulx und Martin Carlisle. „Tools for teaching introductory programming“. ACM SIGCSE Bulletin 38, Nr. 1 (31.03.2006): 560–61. http://dx.doi.org/10.1145/1124706.1121514.

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26

Vrbik, Vaclav. „Communicative approach to teaching programming“. International Journal of Continuing Engineering Education and Life-Long Learning 15, Nr. 3/4/5/6 (2005): 148. http://dx.doi.org/10.1504/ijceell.2005.007707.

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27

Renaud, Karen, John Barrow und Petra le Roux. „Teaching programming from a distance“. ACM SIGCSE Bulletin 33, Nr. 4 (Dezember 2001): 39–42. http://dx.doi.org/10.1145/572139.572167.

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28

Feldman, Yishai A. „Teaching quality object-oriented programming“. Journal on Educational Resources in Computing 5, Nr. 1 (März 2005): 1. http://dx.doi.org/10.1145/1101670.1101671.

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29

Bruce, Merle E., und Lorna K. S. Chan. „Reciprocal Teaching and Transenvironmental Programming“. Remedial and Special Education 12, Nr. 5 (September 1991): 44–53. http://dx.doi.org/10.1177/074193259101200507.

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30

Price, Blaine, und Marian Petre. „Teaching programming through paperless assignments“. ACM SIGCSE Bulletin 29, Nr. 3 (September 1997): 94–99. http://dx.doi.org/10.1145/268809.268849.

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31

Lin, Edward Y. H. „Teaching mathematical programming with APL“. ACM SIGAPL APL Quote Quad 19, Nr. 1 (September 1988): 22–24. http://dx.doi.org/10.1145/379279.379339.

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32

Selby, Linda, und Alison Young. „The teaching of programming (poster)“. ACM SIGCSE Bulletin 30, Nr. 3 (September 1998): 305. http://dx.doi.org/10.1145/290320.283638.

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33

KUBRICKÝ, Jan, und Milan KLEMENT. „OBJECT ORIENTED PROGRAMMING IN TEACHING“. Journal of Technology and Information 1, Nr. 3 (01.12.2009): 136–38. http://dx.doi.org/10.5507/jtie.2009.074.

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34

Balaton, Mariana, Jorge Cavadas, Paulo Simeão Carvalho und J. J. G. Lima. „Programming Ozobots for teaching astronomy“. Physics Education 56, Nr. 4 (18.05.2021): 045018. http://dx.doi.org/10.1088/1361-6552/abfb44.

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35

Bezvoda, Václav. „Geography and Teaching of Programming“. Geografie 94, Nr. 1 (1989): 47–53. http://dx.doi.org/10.37040/geografie1989094010047.

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The urgent need of computers in natural and social sciences will strongly influence the modification of the curricula at our universities and colleges. On the basis of an analysis of the history of application of computers at the Faculty of Natural Sciences of the Charles University, Prague and the situation in teaching mathematical programming and computer art, the paper formulates one of the most probable variants of teaching the above-mentioned subjects in geographical sciences. A special attention is paid to the role of microcomputers as the basic yet still problematic device in the computer art.

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36

Collyer, Charles E. „Spreadsheet modeling for research and teaching: Programming without programming“. Behavior Research Methods, Instruments, & Computers 24, Nr. 3 (September 1992): 467–74. http://dx.doi.org/10.3758/bf03203583.

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37

Chen, Woei-Kae, und Yu Chin Cheng. „Teaching Object-Oriented Programming Laboratory With Computer Game Programming“. IEEE Transactions on Education 50, Nr. 3 (August 2007): 197–203. http://dx.doi.org/10.1109/te.2007.900026.

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38

Gantenbein, Rex E. „Programming as process: a “novel” approach to teaching programming“. ACM SIGCSE Bulletin 21, Nr. 1 (Februar 1989): 22–26. http://dx.doi.org/10.1145/65294.65297.

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39

Lukkarinen, Aleksi, Lauri Malmi und Lassi Haaranen. „Event-driven Programming in Programming Education“. ACM Transactions on Computing Education 21, Nr. 1 (März 2021): 1–31. http://dx.doi.org/10.1145/3423956.

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During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

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40

Miliszewska, Iwona, und Grace Tan. „Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming“. Issues in Informing Science and Information Technology 4 (2007): 277–89. http://dx.doi.org/10.28945/950.

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41

Yusoff, M., A. M. Saharudin, H. Haron und A. A. Wahab. „Neuro Linguistic Programming Adoption in Teaching Programming Course: A Review“. Advanced Science Letters 24, Nr. 11 (01.11.2018): 8186–89. http://dx.doi.org/10.1166/asl.2018.12520.

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42

Leavens, Gary T. „Use concurrent programming models to motivate teaching of programming languages“. ACM SIGPLAN Notices 43, Nr. 11 (30.11.2008): 93–98. http://dx.doi.org/10.1145/1480828.1480849.

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43

Boonbrahm, Salin, Poonpong Boonbrahm, Charlee Kaewrat, Prasert Pengkaew und Prathomjit Khachorncharoenkul. „Teaching Fundamental Programming Using Augmented Reality“. International Journal of Interactive Mobile Technologies (iJIM) 13, Nr. 07 (11.07.2019): 31. http://dx.doi.org/10.3991/ijim.v13i07.10738.

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To learn a programming language, the students have to understand the logical flow of the commands as well as the syntax. The logical flow might be more difficult to understand when compared with a syntax which can detect easily. The primary flow of commands or the control structures includes the sequence, condition or selection, and iteration. The students construct the program flowchart by using these control structure. They also have to understand the result of each command execution, step by step. In this research, we propose the technique for developing the learning tool (AR flowchart) to simulate the result of the commands in program flowchart by using augmented reality (AR), so the learners can visualize the result. With this tool, the students can construct a program flowchart as a series of commands by using AR markers. The result of the execution of these commands can be displayed so the students can see whether the logic of the program is correct or not. The design of this tool aims at increasing student engagement and helping them to understand program logic better. The evaluation of the concept results by the group of university students supports our propose.

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44

Juhász, Zoltán, Marián Juhás, Ladislav Samuelis und Csaba Szabó. „Teaching Java programming using case studies“. Teaching Mathematics and Computer Science 6, Nr. 2 (2008): 245–56. http://dx.doi.org/10.5485/tmcs.2008.0161.

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45

Poindexter, Sandra. „Assessing Active Alternatives for Teaching Programming“. Journal of Information Technology Education: Research 2 (2003): 257–65. http://dx.doi.org/10.28945/326.

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46

Joy, Mike, und Steve Matthews. „Some experiences in teaching functional programming“. International Journal of Mathematical Education in Science and Technology 25, Nr. 2 (April 1994): 165–72. http://dx.doi.org/10.1080/0020739940250202.

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47

McKerrow, Phillip John. „Teaching Introductory Programming in Modula‐2“. Computer Science Education 3, Nr. 1 (Januar 1992): 75–86. http://dx.doi.org/10.1080/0899340920030107.

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48

Isomöttönen, Ville, und Ville Tirronen. „Teaching programming by emphasizing self-direction“. ACM Transactions on Computing Education 13, Nr. 2 (Juni 2013): 1–21. http://dx.doi.org/10.1145/2483710.2483711.

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49

Burton, Philip J., und Russel E. Bruhn. „Teaching programming in the OOP era“. ACM SIGCSE Bulletin 35, Nr. 2 (Juni 2003): 111–14. http://dx.doi.org/10.1145/782941.782993.

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50

Medzhitova, L. M., R. T. Fazilova und E. I. Ablyalimova. „MULTIMEDIA INTERACTIVE TOOLS IN PROGRAMMING TEACHING“. Information Technologies in Education, Nr. 10 (25.07.2011): 110–16. http://dx.doi.org/10.14308/ite000273.

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