An objective comparison of languages for teaching introductory programming

Mannila, Linda; Raadt, Michael de

doi:10.1145/1315803.1315811

Cited by 43 publications

(29 citation statements)

References 25 publications

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“…With respect to programming languages, Mannila & Raadt (2006) provide good evidence that Python and Eiffel are ideal languages to use when teaching programming to students. On the contrary, BRUSILOVSKY, CALABRESE, HVORECKY, KOUCHNIRENKO and MILLER (1997) believe that mini languages should be designed and used for teaching programming as scope of the languages will be more focused.…”

Section: Teaching Approachmentioning

confidence: 99%

Enhanced Teaching Model (ETM) for Teaching Programming Languages

Alajmi¹,

Alkhatib²

2015

IJCA

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Expectations from academics and the industry, to have students and employees who are independent and capable of quickly writing code to resolve work-related issues, are growing high. However, teaching and learning programming is certainly not easy and very challenging. Literature shows that a lot of work has been done to improve this. Nonetheless, it is evident that little effect of this work has had impact on the actual practice of teaching and learning of Software Development programming skills. This gap has been addressed in this paper to enhance the teaching and learning process of programming to students. Furthermore, teaching programming literature research has been classified into 3 categories; teaching approach, teaching model and teaching tool. As a result, this paper proposes the following objectives to tackle this problem:Identify what research has found out about how to teach and learn programming and other aspects of Software Development Investigate how and why this research has not been applied to teaching Software Development How more use could be made of it to improve teaching?Finally, an Enhanced Teaching Model (ETM) has been proposed, which combines several teaching approaches and models from literature. In addition, this model uses teaching tools to provide goal-focused exercises, assess students' performance and obtain feedback from the learning community. Last but not least, a discussion about the future work required in order to assess the model and thus improve it.

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Section: Teaching Approachmentioning

confidence: 99%

Enhanced Teaching Model (ETM) for Teaching Programming Languages

Alajmi¹,

Alkhatib²

2015

IJCA

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“…However, selecting a programming language for introductory programming courses is a chore faced by both IS and IT programs, and studies dealing with that selection process propose approaches that appear to be both pertinent and adaptable to the selection of other types of software tools. Papers by Parker et al (2006a, b) and Mannila and de Raadt (2006) seem to hold the most promise.…”

Section: Programming Language Selectionmentioning

confidence: 99%

Selecting software tools for IS/IT curricula

Parker

2010

Educ Inf Technol

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The evaluation and selection of software tools for use in an IS or IT curriculum is difficult not only because actual industry software tools are often used but also because there is no formal approach to guide the process. How does one choose between SQL Server and MySQL, or Dreamweaver and Expression Studio? IS and IT educators must periodically go through the process of assessing the most suitable tools for their courses. Given how common such decisions are and how frequently they must be made, it is surprising to find that there is a lack of literature that deals with comparative studies of software tools for higher education. This paper proposes a set of criteria for the selection of software tools for IS and IT programs, explains how multi-criteria decision analysis can be used to weight those criteria, and details an approach for the application of those weighted criteria. The proposed approach is structured and replicable, and allows for a more thorough evaluation of the available options and a more easily supportable selection.

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“…The choice of programming language and environment for teaching introductory programming is a topic of ongoing discussion and disagreement in the Computer Science community (e.g., (Mannila & de Raadt 2006)). There is pressure from both the students and the curriculum developers, in terms of necessary pre-requisites, to teach using commercial programming languages such as Java from the outset.…”

Section: Introductionmentioning

confidence: 99%

An Ultra-lightweight Java Interpreter for Bridging CS1

Stocks¹

2012

Conference Proceedings on 3rd Computer Science Education: Innovation &Amp; Technology

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This paper presents an ultra-lightweight Java interpreter for use in teaching CS1 courses. The interpreter is targeted specifically at complete beginner programmers and addresses aspects particularly relevant or troublesome to novices, such as expressions, method calls, method calls as sub-expressions, and recursion. The interpreter works on a subset of Java and is intended as a bridge to a more complete environment. Experiences using the interpreter in a semester of CS1 are favourable, and an analysis of its deployment is presented.

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An objective comparison of languages for teaching introductory programming

Cited by 43 publications

References 25 publications

Enhanced Teaching Model (ETM) for Teaching Programming Languages

Enhanced Teaching Model (ETM) for Teaching Programming Languages

Selecting software tools for IS/IT curricula

An Ultra-lightweight Java Interpreter for Bridging CS1

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