In this article we try to show how new devices and methods can help in the education of programming. At Kecskemét College programmable mobile robots and instead of behavioral, the constructivist pedagogical methods were used. Our experiments have proved our hypothesis as the improved new methodical education using devices can give more practical programming knowledge, increases the attitude towards programming and helps to have positive programming self-image. The results of the experimental and control groups were compared at the beginning and at the end of semester, when the programming knowledge and motives were measured. During the learning process only the experimental groups used devices and new methods.
Abstract-in this paper the new methods and devices introduced into the learning process of programming for IT engineers at our college is described. Based on our previous research results we supposed that project methods and some new devices can reduce programming problems during the first term. These problems are rooted in the difficulties of abstract thinking and they can cause the decrease of programming self-concept and other learning motives.We redesigned the traditional learning environment. As a constructive approach project method was used. Our students worked in groups of two or three; small problems were solved after every lesson. In the problem solving process students use programmable robots (e.g. Surveyor, LEGO NXT and RCX). They had to plan their program, solve some technical problems and test their solution.The usability of mobile robots in the learning process and the short-term efficiency of our teaching method were checked with a control group after a semester (n = 149). We examined the effects on our students' programming skills and on their motives, mainly on their attitudes and programming self-concept. After a twoyear-long period we could measure some positive long-term effects.
A bemutatásra kerülő mérésben egyrészt a szövegértés és annak kritikus előfeltételeként a szóolvasás készsége fejlettségének hatását vizsgáltuk az algoritmizálási és programozási feladatokon mutatott teljesítményre. Másrészt arra kerestünk választ, hogy az emelt szintű érettségi programozási feladatainak sikeres megoldásában milyen szerepet játszanak az algoritmizálás készségei, a programnyelv elemeinek ismeret és a fejlesztőkörnyezet használata. A középiskolás és mérnökinformatikus-hallgató mintán (n = 128) öt részteszttel felvett mérések eredményei alapján mutatjuk be a készségek egymásra épülését.
The number of students taking part in, and the courses involved in dual education have multiplied since the dual education was introduced. At our university, in the last seven years, some hundreds of students have participated in the training based on the German model, implemented in cooperation with partner companies. Based on our assumptions at the beginning of the dual training and the experiences accumulated during the training we assume that in general, more motivated students, the ones who are eager to learn and meet the requirements chose this form of education. The double filter (university and company) makes it possible to choose the best students. The strong selection and the stricter education criteria set by the form of the training (the required progress according to the sample curriculum) results in the students’ achievements which are significantly better than the non-dual students’ results. Thanks to the input surveys regarding the dual and non-dual students which have been conducted since 2010 in our institutions, it is possible to measure the competence of dual and non-dual students at the beginning of the training, and we can also get information about the differences between the two groups and compare the achievements of dual students with the non-dual students. This examination gives a chance to examine how successful the training was for the dual students. The sample of our research consisted of the first year BSc full time students (n = 1,341). We applied the sample adjustment according to the points of the entrance tests when we analysed the achievements of the different training systems. In our presentation, we demonstrate the main areas of the competence survey, the results reached in those areas, the differences between the achievements in those areas, the impact of the input results on the success of learning (the impact of the differences on the results of the first year) in case of dual and non-dual students. We highlight those areas which significantly influence the study results regardless of training forms.
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