Blue—a language for teaching object-oriented programming

Kölling, Michael; Rosenberg, John

doi:10.1145/236452.236537

Cited by 48 publications

(29 citation statements)

References 12 publications

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“…In certain computer sciences curricula, low-level programming is introduced before OOP, which is considered as a higher-level of programming. Nevertheless, following Kölling (1999) if the OOP paradigm is to be learnt, it should not be avoided in the early stages of the learning activities to avoid difficulties due to paradigmatic changes. For that reason, our model does not restrict programming to step-by-step at early stages of development and embraces the OOP paradigm from its early stages.…”

Section: Computational Thinking Components Within the #5c21mentioning

confidence: 99%

Computational thinking development through creative programming in higher education

Roméro

Lepage

Lille

2017

Int J Educ Technol High Educ

160

109

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Creative and problem-solving competencies are part of the so-called twenty-first century skills. The creative use of digital technologies to solve problems is also related to computational thinking as a set of cognitive and metacognitive strategies in which the learner is engaged in an active design and creation process and mobilized computational concepts and methods. At different educational levels, computational thinking can be developed and assessed through solving ill-defined problems. This paper introduces computational thinking in the context of Higher Education creative programming activities. In this study, we engage undergraduate students in a creative programming activity using Scratch. Then, we analyze the computational thinking scores of an automatic analysis tool and the human assessment of the creative programming projects. Results suggested the need for a human assessment of creative programming while pointing the limits of an automated analytical tool, which does not reflect the creative diversity of the Scratch projects and overrates algorithmic complexity.

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Section: Computational Thinking Components Within the #5c21mentioning

confidence: 99%

Computational thinking development through creative programming in higher education

Roméro

Lepage

Lille

2017

Int J Educ Technol High Educ

160

109

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“…Novice programmers offer less priority for -planning and testing code and try to solve programs‖ [18] in the current context rather than understanding the broader sense of programs.…”

Section: Introductionmentioning

confidence: 99%

A Self Review and External Review Model for Teaching and Assessing Novice Programmers

Iqbal¹,

Harsh²

2013

IJIET

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Abstract-Teaching and assessing programming skills in novice programmers is a challenging and difficult task. Most of the introductory programming courses emphasized in teaching programming knowledge (syntax and semantics of programming language to the novice programmers) instead of giving equal attention and time to problem solving strategies, analysis of output(results) and improvement in programming practices . Hence this paper makes an attempt to introduce ADRI model (well known quality assurance model for self review and external review) approach in preparing teaching and assessment materials in programming courses to novice programmers so that it ensures that programming knowledge and problem solving strategies are properly incorporated and practiced in teaching and assessing materials for novice programmers.Index Terms-Novice programmers, ADRI model, programming knowledge, problem solving strategies.

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“…There is widespread agreement among faculty that C++ needs to be prominent in the curriculum because of its widespread use in industry, but there is considerable doubt that C++ is a suitable introductory language. As Kölling and Rosenberg [7] put it, "We agree that a graduate must be a competent programmer in C++ or a similar widely used language. It is our firm belief, however, that experience with one year of a good teaching language and one year of C++ produces better C++ programmers than two years of C++."…”

Section: Introductionmentioning

confidence: 99%

The case for Java as a first language

King

1997

Proceedings of the 35th Annual Southeast Regional Conference on - ACM-SE 35

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-Java could well be the answer to the problem of choosing an appropriate language for the first programming course. This paper looks at the pros and cons of teaching Java, concluding that Java appears to have outstanding prospects for computer science education in general and the first programming course in particular. In particular, the paper argues that the properties that make Java a suitable Internet language also make it excellent for classroom use.

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Blue—a language for teaching object-oriented programming

Cited by 48 publications

References 12 publications

Computational thinking development through creative programming in higher education

Computational thinking development through creative programming in higher education

A Self Review and External Review Model for Teaching and Assessing Novice Programmers

The case for Java as a first language

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