An introduction to object-oriented programming with a didactic microworld: objectKarel

Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

doi:10.1016/j.compedu.2004.09.005

Cited by 56 publications

(30 citation statements)

References 13 publications

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“…Milne e Rowe [Milne et al 2002] [Cooper et al 2000] e Object Karel, [Xinogalos et al 2006], são duas das ferramentas que utilizam uma abordagem baseada em metáforas (micromundos). Permitem ao aluno através de um ambiente gráfico criar, definir comportamentos e interagir com esses objetos.…”

Section: Problemas Na Aprendizagem Da Programaçãounclassified

Learning Programming: Problems and Solutions

Piteira

Costa

2014

Atas Da 14ª Conferência Da Associação Portuguesa De Sistemas De Informação

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ResumoA aprendizagem da programação por alunos iniciantes é uma tarefa difícil devido à natureza da matéria, sendo muitas vezes uma causa de desmotivação que leva à desistência dos cursos de programação. Neste contexto este artigo identifica os principais problemas e soluções propostas, referidas na literatura. É igualmente apresentado um estudo empírico para identificação das dificuldades percecionadas por alunos e professores relativamente a conceitos de programação, contextos de aprendizagem, situações de aprendizagem e materiais/recursos. Com base na revisão da literatura e estudo empírico conduzido é proposta uma solução de aprendizagem suportada por um ambiente tangível. Através desta experiência pretende-se identificar em que medida a solução proposta influencia a perceção das dificuldades na aprendizagem da programação. Palavras INTRODUÇÃOProgramar é uma das competências especialmente requeridas nos nossos dias. É também uma das principais áreas no ensino da informática, contribuindo para a aquisição das competências requeridas, quer ao nível prático quer conceptual. Contudo, a literatura reporta que os alunos, que iniciam a aprendizagem nessa área enfrentam dificuldades de natureza diversa. Essas

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Section: Problemas Na Aprendizagem Da Programaçãounclassified

Learning Programming: Problems and Solutions

Piteira

Costa

2014

Atas Da 14ª Conferência Da Associação Portuguesa De Sistemas De Informação

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“…The course at UOM-TMD is based on the microworld approach to teaching programming [12] and the educational IDE BlueJ [8]. First, a brief (2 weeks) introduction to OOP concepts takes place based on the microworld objectKarel [13] with the aim of familiarizing students with the most fundamental OOP concepts in a clear and intuitive way. objectKarel is based on Karel++ [14], the well-known metaphor of the world of robots carrying out various tasks in a restricted world.…”

Section: A Teaching Methodologymentioning

confidence: 99%

Usage of Technology Enhanced Educational Tools for Delivering Programming Courses

Ivanović

Xinogalos

Komlenov

2011

Int. J. Emerg. Technol. Learn.

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Abstract-Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.

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“…The recent literature on microworlds is directed towards supporting the objects-first approach [25,100,7,48,84]. Microworlds differ in the programming languages they use, the nature and scope of their metaphors and the level of programming support which they provide.…”

Section: Microworldsmentioning

confidence: 99%

“…The physical metaphor in a microworld environment is intended to decrease the distance between students' mental models and the programming language [100]. The 'world' can be a visualization on a computer screen or a real physical environment.…”

Section: Microworldsmentioning

confidence: 99%

A survey of literature on the teaching of introductory programming

Pears¹,

Seidman

Malmi³

et al. 2007

SIGCSE Bull.

328

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Three decades of active research on the teaching of introductory programming has had limited effect on classroom practice. Although relevant research exists across several disciplines including education and cognitive science, disciplinary differences have made this material inaccessible to many computing educators. Furthermore, computer science instructors have not had access to a comprehensive survey of research in this area. This paper collects and classifies this literature, identifies important work and mediates it to computing educators and professional bodies.We identify research that gives well-supported advice to computing academics teaching introductory programming. Limitations and areas of incomplete coverage of existing research efforts are also identified. The analysis applies publication and research quality metrics developed by a previous ITiCSE working group [74].

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An introduction to object-oriented programming with a didactic microworld: objectKarel

Cited by 56 publications

References 13 publications

Learning Programming: Problems and Solutions

Learning Programming: Problems and Solutions

Usage of Technology Enhanced Educational Tools for Delivering Programming Courses

A survey of literature on the teaching of introductory programming

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