Programming in context

Abstract

The recommendations of the Joint Task Force on Computing Curricula 2001 encompass suggestions for an object-first introductory programming course. We have identified conceptual modeling as a lacking perspective in the suggestions for CS1. Conceptual modeling is the defining characteristic of object-orientation and provides a unifying perspective and a pedagogical approach focusing upon the modelling aspects of object-orientation. Reinforcing conceptual modelling as a basis for CS1 provides an appealing course structure based on core elements from a conceptual framework for object-orientation as well as a systematic approach to programming; both of these are a big help to newcomers. The approach has a very positive impact on the number of students passing the course.

Introductory programming: a systematic literature review

“…Table 6 summarises the papers that we found in this category, while figure 10 shows the number of papers per year focusing on curriculum. [61], design patterns [291], and problem-solving and algorithms [203,256]. Others describe the decision to stream the students into either a simpler or a more advanced introductory course, and the consequences of so doing [31,331].…”

Recommendations for Improving End-User Programming Education: A Case Study with Undergraduate Chemistry Students

“…To deepen understanding of programming in contextualized contexts like ours, we believe that instructors need to move back and forth between higher-level ideas that are fundamental in computing and contextualized encounters with examples specific to the domain. Computing education literature posits fundamental ideas in computing (e.g., refs − ): abstraction, decomposition, and metacognitive awareness. While the ideas that are considered “fundamental” vary, there is a wide agreement that these three are critical. − In our findings, we note that students differed in their abilities to engage with these ideas.…”