Building Skills in Introductory Programming
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The document discusses the challenges students face in learning programming, emphasizing the need for skills in computational thinking and the importance of hard work and dedication. It highlights the common perception of programming as a difficult subject and the long-term commitment required to develop expertise. The text also points to the impact of student struggles on their passion and motivation to learn.
Building Skills in Introductory Programming
- 1. Building Skills in Introductory Programming José Figueiredo Research Unit for Inland Development Polytechnic of Guarda Portugal [email protected] Francisco J. García-Peñalvo Computer Science Department Research Institute for Educational Sciences GRIAL research group University of Salamanca Spain [email protected]
- 2. • This is a difficult time for many students • The abstract concepts that are involved in programming • Programming is a new subject for many of the students who take programming courses • The students need to know the syntax, the semantics and the structure, of a unusual language • Reputation: Programming courses acquire the reputation of being difficult • Image: the public image of a "programmer“ Learning Programming is Difficult
- 3. Most students never had the opportunity to develop skills, like : • Make a Plan: decomposition • Look for similarities: pattern recognition • Make solution to multiple problems: abstraction • Develop a step-by-step solutions: algorithm Computational Thinking Programming is difficult.
- 4. Develop skills in Computational Thinking
- 5. • Other proposals Follow/Give instruction Map designParson Problems Origami Paper Folding Develop skills in Computational Thinking
- 6. Programming requires •Work hard •Dedication •Training: Trying, Doing, Correcting mistakes, Repeat, and Repeat again Programming is difficult.
- 7. “Teaching yourself programming in ten years“ “… it takes about ten years to develop expertise in any of a wide variety of areas, including chess playing, music composition, telegraph operation, painting, piano playing, swimming, tennis, …” Programming requires time. Peter Norvig
- 8. Work Hard
- 9. Motivation “the programmers of tomorrow are the wizards of the future.” “You gonna look like you have magic powers compared to everybody else. ” “It’s the closest thing we have to a superpower.” Gabe Newell (Valve Corporation) in Hour of Code Drew Houston (Founders DropBox) in Hour of Code
- 10. • Difficuty in following students in their learning process • Students with difficulties Lose: Passion Beauty Joy Awe •Failure / Unsuccess Follow learning process
- 11. Building Skills in Introductory Programming
- 12. 46 Cognitive Skills 54 Commitment Dedication 42 C Programming Course 52 Teacher's vision 35 Paper Folding 53 Class Behavior 59 Basic Concepts 2 Participation 59 Surface Development Test34 Class Attendance 70 Input / Output 35 Doubts 14 Form Board Test 76 Problem-Solving 72 IF 61 Attendance 69 Extra Problems 27 FOR 84 Help others 18 Motivation 6 Do-While() 83 Confidence 53 Questions / Doubts 17 While() 72 Curiosity 17 Functions 1 Common Errors 58 Arrays 1D 33 Serious errors 8 Arrays 2D 45 Initiative 53 Structs 36 Expert 3 Pointers 79 File 89 José Quitério Engenharia Informática Viana do Castelo 50 anos Building Skills in Introductory Programming
- 13. Diana Building Skills in Introductory Programming
- 14. Building Skills in Introductory Programming DON’T LOSE THE HOPE!
Editor's Notes
- #3: I teach programming, over 25 years. Every year I feel the same problem. The same problems I felt 25 years ago. Even with all technological growth the problems are the same. --- There are numerous studies with the main reflection of the difficulties of solving programming problems. Some of these problems. This is a difficult time for many students – a time of transition as they adapt to life and study at university. They may well be living away from home for the first time. The abstract concepts that are involved in programming Programming is a new subject for many of the students who take programming courses The students need to know the syntax, the semantics and the structure, of a unusual language Reputation: Programming courses acquire the reputation of being difficult Image: the public image of a "programmer“
- #4: Or, most students who come to university have never had the opportunity to develop these skills of computational thinking Computational Thinking: Decomposition Pattern recognition Abstraction algorithm
- #5: In recent years we have see the proliferation of numerous projects with the specific objective of encouraging the study of programming. Many organisations are working hard to set young people up for success in a digital world. The projects of massification of computational thinking and coding are now starting to be implemented in our education system in Portugal. This is the main reason why most students have never had the opportunity to learn computational thinking or coding. This is one way to develop this skill, use programming
- #6: Young people, our students, grow up surrounded by technology. They have not known life without technology. They have grown up with computers and mobiles. It is intentional that students handle and solve the exercises manually, like board games, where they can explore with pleasure, without fear of making mistakes and where teacher-student relationship and confidence can be improved and enhanced. We have tried some exercises quite different from the usual ones in programming
- #7: We can try many techniques and methods and technologies but ... Programming requires Work hard Dedication Training A bit like the author Peter Norvig, about "teaching yourself in ten 10 years", where he refers to the need to give time to learn anything Teach Yourself Programming in Ten Years Peter Norvig Why is everyone in such a rush? Researchers (Bloom (1985), Bryan & Harter (1899), Hayes (1989), Simmon & Chase (1973)) have shown it takes about ten years to develop expertise in any of a wide variety of areas, including chess playing, music composition, telegraph operation, painting, piano playing, swimming, tennis, and research in neuropsychology and topology. The key is deliberativepractice: not just doing it again and again, but challenging yourself with a task that is just beyond your current ability, trying it, analyzing your performance while and after doing it, and correcting any mistakes. Then repeat. And repeat again.
- #8: The author Peter Norvig, about "Teach Yourself Programming in Ten Years", where he refers to the need to give time to learn anything Why is everyone in such a rush? Researchers (Bloom (1985), Bryan & Harter (1899), Hayes (1989), Simmon & Chase (1973)) have shown it takes about ten years to develop expertise in any of a wide variety of areas, including chess playing, music composition, telegraph operation, painting, piano playing, swimming, tennis, and research in neuropsychology and topology. The key is deliberativepractice: not just doing it again and again, but challenging yourself with a task that is just beyond your current ability, trying it, analyzing your performance while and after doing it, and correcting any mistakes. Then repeat. And repeat again.
- #9: We can try everything… but work hard is necessary. It is up to us to suggest, encourage, motivate and supervise the work. Some examples … especially in C programming language
- #10: some motivation is also needed the programmers of tomorrow are the wizards of the future You gonna look like you have magic powers compared to everybody else Gabe Newell (Valve Corporation) It’s the closest thing we have to a superpower. Drew Houston (Founders DropBox)
- #11: for the most diverse reasons I feel that I am not able to following students in their learning process. student with difficulties. loses interest not motivated, unmotivated does not work, does not practice Failure or unsuccess
- #12: For efficient follow-up of students, we think about building the learning profile of each student. To do this, we use the set of exercises that students do and build their profile. The student can improve all his characteristics with specific training. Over time, we think it is possible to tell students that with certain characteristics the probability of success, or failure, is large or small. We also think that it is also possible to determine which factors contribute most to success or failure.
- #13: Just as the characters in video games can improve, work, and training their skills
- #14: I want to look at a student and see their skills. And help you out I want to be a better programming teacher