Computer programming in high school vs. college

SchollmeyerMartina,

doi:10.1145/236462.236584

Cited by 8 publications

(2 citation statements)

References 7 publications

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“…If the students fail to learn the basics of these Programming courses, it is mostly because the teachers only focus on explaining the languages or the examples given in texts, but not letting students perform and apply the knowledge. It is boring to listen to language instruction all the time; moreover, advanced instructions are hard to understand, and the students do not know where to put them to use even if they to develop the ability to use the programming technologies to solve actual problems [2]. The students need to think hard to learning programming as same program executing results can be represented with different languages.…”

Section: Introductionmentioning

confidence: 99%

The Development of an Innovative Programming Teaching Framework for Modifying Students’ Maladaptive Learning Pattern

Huang¹,

Chen²,

Shu³

et al. 2013

IJIET

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Abstract-Programming has traditionally been considered a fundamental subject in computer science and engineering domains. In educational contexts, however, about fifty percent of the students have trouble learning programming. The reason could be that their maladaptive cognition leads to maladaptive behavior, and there is no any assistant tool helps them reduce maladaptive learning to be self-directed. For the reason, in order to response the important policy direction of Taiwan technological and vocational education and strengthen students' practical programming skills, this study intends to develop an innovative programming teaching framework with appropriate teaching strategies for reducing students' maladaptive learning. Index Terms-Constructivism, self-directed learning, maladaptive learning pattern, topic maps.

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Section: Introductionmentioning

confidence: 99%

The Development of an Innovative Programming Teaching Framework for Modifying Students’ Maladaptive Learning Pattern

Huang¹,

Chen²,

Shu³

et al. 2013

IJIET

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“…Reports on secondary school computer technology curricula outline a number of other barriers preventing more and better offerings (Ben-Ari, 1998;Roberts, 2000;Schollmeyer, 1996;Stephenson, 2000), including lack of expertise, minimal budgets, lack of dedicated departments, and lack of knowledge by administrators. In the 1990s, there were so many job opportunities for programming talent that even universities had a hard time recruiting and retaining qualified instructors.…”

mentioning

confidence: 99%

Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides

Barron

Martin

Roberts

2006

Int J Technol Des Educ

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In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14-18) computer technology courses. In our first study, we share data on students' learning as a function of the required introductory course and their pre-course history of technological experience. In order to go beyond traditional assessments of learning we assessed two aspects of students' ''learning ecologies'': their use of a variety of learning resources and the extent to which they share their knowledge about technology with others. In our second study we present patterns of course taking by male and female students who have almost completed their secondary schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their course experiences for internships, further education, and jobs. The quantitative and qualitative data are consistent with our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences.

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Computing Pre‐University: Secondary Level Computing Curricula

Ragonis

2009

Wiley Encyclopedia of Computer Science and Engineering

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This article reviews the teaching of computing in high schools throughout the world. Many approaches exist to teaching computing topics to high‐school students, which range from the use of basic computer applications, such as word processors and presentation software, and through the use of advanced applications, such as spread sheets, databases and the construction of basic websites, to some highly advanced computing programs that approach academic curricula. Various agencies and countries have invested great efforts over the years in the updating of curricula following rapid developments in the domain. Deliberations are many and they are manifested in the different names given to the curricula, in the diversity of their targets and contents, and in the wide range of guidelines offered vis‐á‐vis teaching approaches. The common denominator of all such curricula emphasizes the need to prepare students for the world of tomorrow, in all that pertains to computerization. Such training must refer to principles rather than be based on mastering of one tool or programming language rather than another. The article first presents the different approaches that emerge with respect to computing curricula, and then it offers a detailed review of curricula from 19 countries worldwide. Finally, a summarizing comparison between the various curricula is presented in conclusion. It to be viewed that even in countries that have curricula in place, there is still lack in terms of the implementing it. Implementation vis‐á‐vis the general population is more extensive in the prevalent areas of information technology (IT) or information and communication technology (ICT), but it is significantly less extensive in the area of computer science. It seems that most countries are still a long way from achieving their education vision with respect to the domain of computing, and plenty of work still must be done.

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Computer programming in high school vs. college

Cited by 8 publications

References 7 publications

The Development of an Innovative Programming Teaching Framework for Modifying Students’ Maladaptive Learning Pattern

The Development of an Innovative Programming Teaching Framework for Modifying Students’ Maladaptive Learning Pattern

Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides

Computing Pre‐University: Secondary Level Computing Curricula

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