Providing intellectual focus to CS1/CS2

Long, Timothy J.; Weide, Bruce W.; Bucci, Paolo; Gibson, David; Hollingsworth, Joseph E.; Sitaraman, Murali; Edwards, Steve

doi:10.1145/274790.274307

Cited by 4 publications

(6 citation statements)

References 3 publications

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“…They subsequently learn how to implement these components. Examples of this approach include [11,16,18]. All of these approaches are similar to ours in philosophy in that they recognize the importance of distinguishing between the two views of a component.…”

Section: Related Workmentioning

confidence: 99%

Interfaces first (and foremost) with Java

Sivilotti

Lang

2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

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Abstraction is a critical concept that underlies many topics in computing science. For example, in software engineering, the distinction between a component's behavior and its implementation is fundamental. Java provides two constructs that correspond to precisely this distinction: A Java interface is a client's abstract view of a component's behavior, while a class is a concrete implementation of that same component. We have developed a course that introduces Java while following a discipline of diligently decomposing every component into these two separate linguistic elements. In this course, interfaces are given the same prominence as classes since both are needed for a complete component. This approach is helpful to students by providing: (i) a clear manifestation of the role of abstraction in software systems, and (ii) a framework that naturally motivates many good coding practices adopted by professional programmers.

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Section: Related Workmentioning

confidence: 99%

Interfaces first (and foremost) with Java

Sivilotti

Lang

2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

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“…The philosophy and some features of this CS1/CS2 sequence have been described over the past several years, primarily at SIGCSE symposia [18,19,2,3]. The objective here was to teach CBSE concepts early in the CS curriculum, with the programming language serving not as the focus but merely as the delivery vehicle.…”

Section: Rsrg Version ("Rsrg")mentioning

confidence: 99%

“…The objective here was to teach CBSE concepts early in the CS curriculum, with the programming language serving not as the focus but merely as the delivery vehicle. The principles underlying this effort are not stated so succinctly as those above, but from [18,19] it is clear that all three are at work here, too.…”

Section: Rsrg Version ("Rsrg")mentioning

confidence: 99%

Components-first approaches to CS1/CS2

Howe¹,

Thornton²,

Weide³

2004

Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education

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Among the many ways to focus CS1/CS2 content, two have been published that emphasize concepts of component-based software engineering. Courses based on these two instances of a "components-first" approach are remarkably similar in several crucial respects-which is surprising because they were developed independently and with very different objectives. Indeed, the two versions are based on virtually the same principles for content organization, and they share many common features that are unusual for CS1/CS2. Yet, they are notably different in other ways. Detailed analysis of similarities and differences suggests that it might be possible to transfer some of their claimed and documented advantages to other approaches within the programming-first paradigm for CS1/CS2, by rearranging the content of such courses in accord with the underlying principles of the components-first approach.

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“…The initialization ensures clause specifies that every new sorting l Code appearing in this paper is intended to be language neutral. A stylized C++ version of the sorting machine is available at http:/[www.cis.ohio-state.edu/-weidel now/ scelreDnlRESOLVE Catalo~-HTML/Sortin~ Machine A.html [3,4]. machine object will be in insertion phase with an empty multiset of items: The precondition requires that m is in insertion phase.…”

Section: Sorting_machine_template ( Type Item Operation Are In O~der )mentioning

confidence: 99%

Algorithms and object-oriented programming

et al. 2002

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Currently there is a serious conceptual and technical gap between ideas emphasized in object-oriented programming and ideas as taught in algorithms courses. We suggest both a paradigm for "re-expressing" algorithms in terms of classes and objects, and a set of criteria relative to which the quality of such re-expressions can be evaluated. A detailed example is provided for re-expressing the algorithmic idea of sorting.

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Providing intellectual focus to CS1/CS2

Cited by 4 publications

References 3 publications

Interfaces first (and foremost) with Java

Interfaces first (and foremost) with Java

Components-first approaches to CS1/CS2

Algorithms and object-oriented programming

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