COM113 INTRO TO COMPUTER PROGRAMMING Theory Book

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

Programming plays a paramount role in many educational policies and initiatives. However, the current focus on coding skills poses the risk of giving students an overly simplistic and impoverished idea of what programming means and involves. Their experiences would be much more significant if learning encompassed understanding the richness of the nature of programs. Programs permeate our lives more inextricably than might often be recognised, and all citizens of the digital era could benefit from understanding their multifaceted nature. A fundamental component of such an understanding is getting a sense of how programs are created and work (i.e., the programming process). But programs are strange creatures that escape simple definitions. To the best of our knowledge, there is no Nature of Programs framework that teachers and policy makers can use to shape their practice and targets. In this working group we developed such a framework, by collecting and organising contributions from the literature and the computer science education community. The paper presents the framework and the rationale behind its development. It is anticipated that the framework can be used to inform the design * co-leader

This introduction to programming places computer science in the core of a liberal arts education. Unlike other introductory books, it focuses on the program design process. This approach fosters a variety of skills--critical reading, analytical thinking, creative synthesis, and attention to detail--that are important for everyone, not just future computer programmers.

Proceedings of the International Academic Conference on the Future of Game Design and Technology, 2010

We present the conceptual design and first-phase implementation of an approach to computer programming instruction that has been designed to exploit the attractive force of video games. We partition the skills that a professional programmer must master into a sequence of eight levels, where each level introduces new programming tasks that are to be implemented on a progressively more detailed machine architecture. Our approach is intended to foster a conceptual understanding of the internal representation of data, and the underlying operations being performed on the data by an instruction sequence. To motivate the student programmer, our approach is designed to be integrated into a video game where, to progress through the levels of the game, the player must also progress through the levels of programming tasks. After completing all levels the player of such a game would have a thorough mastery of fundamental programming skills, including array indexing, recursion and pointer variables, coupled with a solid understanding of the underlying computational model and the von Neuman architecture.

1990

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The Journal of the Acoustical Society of America, 2010

Despite all the research on students misconceptions in introductory programming courses, there is still a lot to understand about how they make and correct mistakes. The reviewed works investigate code as a final, static artifact, but this does not tell the whole story about the students' mistakes. With this study, we take the first step toward an attempt to close this gap. By capturing granular states of the coding process, we collected and analyzed data in an experiment with twenty-two novice students aged 14 to 16. With the experiment, we found the most common issues in the students' code. This enabled us to know which mistakes may prevent them from reaching a correct solution, and which will not interfere but may show an understanding problem in core programming concepts. This experiment precedes the development of an approach to help the teacher or teaching assistant in providing personalized and directed help to the students in programming courses.

Engineering Solutions for the Next Millennium. 1999 IEEE Canadian Conference on Electrical and Computer Engineering (Cat. No.99TH8411), 1999

Automated software engineering has long been a goal of arti cial intelligence. There has been slow but steady progress towards understanding the processes underlying program synthesis and modi cation. One signi cant observation that came out of Richards and Waters 15] Software Apprentice Project was that programmers repeatedly use certain program constructs or cliches to solve a variety of programming tasks. Richards developed Plan Description Language (PDL) to capture the association between various code fragments and the functional goals that they serve. Another development has been the understanding of the relationship between physical devices and programs. This understanding asserts that causal theories (such as Functional Representation 17]) developed for reasoning with physical systems can be applied to reason with programs. This observation led to the development of debugging and program understanding tools 2]. Here, we outline a framework for functional representation of programs which also allows us to automatically learn new programming constructs and to re ne existing programs so as to achieve a more functionally complete program.

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Programming Smalltalk – Object-Orientation from the Beginning, 2015

The concept of an algorithm, the concept of a programing language, and the concept of a user interface By ©Caleb McIvor 2014

ArXiv, 2021

Computer programs are part of our daily life, we use them, we provide them with data, they support our decisions, they help us remember, they control machines, etc. Programs are made by people, but in most cases we are not their authors, so we have to decide if we can trust them. Programs enable computers and computer-controlled machines to behave in a large variety of ways. They bring the intrinsic power of computers to life. Programs have a variety of properties that all citizens must be aware of. Due to the intangible nature of programs, most of these properties are very unusual, but important to understand the digital world. In this position paper, we describe the Nature of Programs in the form of knowledge statements, accompanied by examples from everyday life to clarify their meaning. Everything is formulated in an easily understandable manner and avoids obscure technical language. We suggest that these knowledge statements must be imparted to all teachers and school students....

SIGITE '05, 2005

Early in its history as an academic discipline, depth in computer programming was a primary distinguishing factor between IT and older computing disciplines, such as computer science. Initially, IT was perceived, or misperceived, as being "computing without the programming." However, as IT has begun to mature as a computing discipline, computer programming is emerging as "the" foundation skill for information technologists. However, programming in IT is fundamentally different from programming in computer science or software engineering, and the tasks and requisite skill sets of IT professionals differ from those of other computing professionals.

2019 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), 2019

An e-learning system provides a platform for communication between educators and students. It facilitates the sharing of information and learning content in a form which can be easily accessed by the users. The scope of the research revolves around the idea that an automated assessment in an e-learning platform would be able to help programming learners understand defects in their program and independently learn how to program. This research would investigate the effects on college or university students. This research analyzes the effectiveness of various ways to learn a programming language. It is believed that automated assessment tools would be able to monitor and improve students' programming skills over time and reduce the effort for both instructors and students.

Programming simulates the real world for giving solutions to real world problems. It achieves this by two things: a) simulate the real world through modules and parts b) perform mathematical operations to support these modules and parts. Understanding a program demands that you understand how the program is simulating the real world.

2007

Abstract The paper reviews developments in the implications of software programming in art practice whilst pointing to a recognition of the art in programming. The concerns in software-based art are significantly more conceptual than was often the case before. Following the Russian constructivist artists, the software artist is more concerned with the plan for making the work than for conventional rules of composition.

2015

The article describes a test system for assessing students' knowledge of programming. It combines the evaluation with elements of the training process and inquiry-based approach in education. Software for the generation, verification and analysis of tests is also presented.