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Direct linkAkin, H. Levent; Meriçli, Çetin; Meriçli, Tekin – Computer Science Education, 2013
Teaching the fundamentals of robotics to computer science undergraduates requires designing a well-balanced curriculum that is complemented with hands-on applications on a platform that allows rapid construction of complex robots, and implementation of sophisticated algorithms. This paper describes such an elective introductory course where the…
Descriptors: Robotics, Computer Science Education, Undergraduate Study, Introductory Courses
Sanchez, Pablo; Zorrilla, Marta; Duque, Rafael; Nieto-Reyes, Alicia – Computer Science Education, 2011
Models in Software Engineering are considered as abstract representations of software systems. Models highlight relevant details for a certain purpose, whereas irrelevant ones are hidden. Models are supposed to make system comprehension easier by reducing complexity. Therefore, models should play a key role in education, since they would ease the…
Descriptors: Computer Science Education, Computer Software, Programming, Programming Languages
Robins, Anthony – Computer Science Education, 2010
Compared to other subjects, the typical introductory programming (CS1) course has higher than usual rates of both failing and high grades, creating a characteristic bimodal grade distribution. In this article, I explore two possible explanations. The conventional explanation has been that learners naturally fall into populations of programmers and…
Descriptors: Programming, Learning Processes, Grading, Simulation
Holmboe, Christian – Computer Science Education, 2004
The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial…
Descriptors: Computer Science Education, Philosophy, Linguistics, Programming Languages
Mannila, Linda; Peltomaki, Mia; Salakoski, Tapio – Computer Science Education, 2006
In this paper, we present the results from a two-part study. We analyze 60 programs written by novice programmers aged 16-19 after their first programming course, in either Java or Python. The aim is to find difficulties independent of the language used, and such originating from the language. Second, we analyze the transition from a…
Descriptors: Programming, Programming Languages, Syntax, Learning Problems
Nash, Jane Gradwohl; Bravaco, Ralph J.; Simonson, Shai – Computer Science Education, 2006
The purpose of this study was to assess structural knowledge change across a two-week workshop designed to provide high-school teachers with training in Java and Object Oriented Programming. Both before and after the workshop, teachers assigned relatedness ratings to pairs of key concepts regarding Java and Object Oriented Programming. Their…
Descriptors: Concept Mapping, Cognitive Structures, Workshops, Programming
Bennedsen, Jens – Computer Science Education, 2006
Pedagogical patterns have been around since 1995, but several authors claim their impact is limited. However, these claims are based on authors' own observations and not on methodical evaluations of the use and dissemination of pedagogical patterns. This claim is in contrast to the vision of the creators of pedagogical patterns--they think…
Descriptors: Familiarity, Science Teachers, Computer Science Education, Questionnaires
