A case for, and an instance of, objects in CS1

Decker, Rick; Hirshfield, Stuart

doi:10.1145/157709.157840

Cited by 2 publications

(2 citation statements)

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“…There is as much literature discussing the value of teaching within one paradigm or another as literature discussing language choice (for example [7,8,9,10,12,19,24]). Certainly, if such an approach is necessary, then the results presented here must be qualified according to the instructor's choice of paradigm.…”

Section: Language Comparisonmentioning

confidence: 99%

An objective comparison of languages for teaching introductory programming

Mannila

Raadt

2006

Proceedings of the 6th Baltic Sea Conference on Computing Education Research: Koli Calling 2006

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The question of which language to use in introductory programming has been cause for protracted debate, often based on emotive opinions. Several studies on the benefits of individual languages or comparisons between two languages have been conducted, but there is still a lack of objective data used to inform these comparisons. This paper presents a list of criteria based on design decisions used by prominent teaching-language creators. The criteria, once justified, are then used to compare eleven languages which are currently used in introductory programming courses. Recommendations are made on how these criteria can be used or adapted for different situations.

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Section: Language Comparisonmentioning

confidence: 99%

An objective comparison of languages for teaching introductory programming

Mannila

Raadt

2006

Proceedings of the 6th Baltic Sea Conference on Computing Education Research: Koli Calling 2006

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“…Courses teaching OOP languages, and the paradigms initially used within these courses, are broken down by language as show in Figure 3. Early calls for a transition to teaching the Object Paradigm caused much debate (Decker & Hirshfield, 1992, Wallingford, 1996 which continues today. Some authors acclaim the benefits of teaching OOP languages, but express disappointment at the less than adequate suitability of commercial OOP languages for teaching (Andreae et al, 1999, Kölling, Koch & Rosenberg, 1995.…”

Section: Paradigm Taughtmentioning

confidence: 99%

Language Trends in Introductory Programming Courses

Raadt¹,

Watson²,

Toleman³

2002

InSITE Conference

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.

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A case for, and an instance of, objects in CS1

Cited by 2 publications

References 0 publications

An objective comparison of languages for teaching introductory programming

An objective comparison of languages for teaching introductory programming

Language Trends in Introductory Programming Courses

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