Multiple paradigms in CS I

Leska, Chuck; Barr, John; King, L. A. Smith

doi:10.1145/236452.236574

“…Our experience corroborates this first result; no erosion of content has occurred in CS2. Other results have also suggested that focusing on multiple design paradigms in both CS1 and CS2, instead of being disadvantageous, is pedagogically sound [4,12,10].…”

mentioning

confidence: 98%

“…Introducing multiple design paradigms early in the computer science curricula has been gaining popularity [4,12,10]. Furthermore abstaining from using an industry-standard programming language in CS1 can be seen as a positive and ultimately progressive step [8].…”

mentioning

confidence: 99%

A report on the use of HyperTalk in CS1 within a liberal arts setting

Goldweber

¹

1999

SIGCSE Bull.

0

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The choice of which formal (programming) language to use in CS 1 has occupied or preoccupied computer science educators for some time now. Some have even dubbed the debate as the "language wars." We do not intend for this report to be is another salvo in this war. Instead, we wish to report on why one institution has decided on an unconventional choice--HyperTalk--and the successful results obtained from using it in CS 1 for the past five semesters.

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'Programming language paradigms' instruction through designing a new paradigm

Standley

¹

2006

Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education

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Undergraduate and master's students enrolled in a programming language paradigms class are given the assignment to design a new programming language paradigm. The students are asked to develop a paradigm concept, demonstrate the utility of the paradigm for programmed solutions, and outline a sample programming language. Resulting student-designed paradigms from this class fall into three loosely defined categories: connection with a physical item, modeling a process, and representing program structure. The resulting class experience demonstrates that students can think and create beyond existing paradigms and features of languages to the level of abstraction that defines a new paradigm.

show abstract

'Programming language paradigms' instruction through designing a new paradigm

Standley

¹

2006

SIGCSE Bull.

0

View full text Add to dashboard Cite

Undergraduate and master's students enrolled in a programming language paradigms class are given the assignment to design a new programming language paradigm. The students are asked to develop a paradigm concept, demonstrate the utility of the paradigm for programmed solutions, and outline a sample programming language. Resulting student-designed paradigms from this class fall into three loosely defined categories: connection with a physical item, modeling a process, and representing program structure. The resulting class experience demonstrates that students can think and create beyond existing paradigms and features of languages to the level of abstraction that defines a new paradigm.

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Multiple paradigms in CS I

Cited by 3 publications

References 3 publications

A report on the use of HyperTalk in CS1 within a liberal arts setting

A report on the use of HyperTalk in CS1 within a liberal arts setting

'Programming language paradigms' instruction through designing a new paradigm

'Programming language paradigms' instruction through designing a new paradigm

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