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Thematische Bibliographien / Programming in teaching / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Programming in teaching“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Mellor-Crummey, John, William Gropp, and Maurice Herlihy. "Teaching parallel programming." XRDS: Crossroads, The ACM Magazine for Students 17, no. 1 (2010): 28–30. http://dx.doi.org/10.1145/1836543.1836553.

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2

Bishop, M., and D. A. Frincke. "Teaching Secure Programming." IEEE Security and Privacy Magazine 3, no. 5 (2005): 54–56. http://dx.doi.org/10.1109/msp.2005.133.

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3

Bishop, M. "Teaching robust programming." IEEE Security & Privacy Magazine 2, no. 2 (2004): 54–57. http://dx.doi.org/10.1109/msecp.2004.1281247.

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4

Koulouri, Theodora, Stanislao Lauria, and Robert D. Macredie. "Teaching Introductory Programming." ACM Transactions on Computing Education 14, no. 4 (2015): 1–28. http://dx.doi.org/10.1145/2662412.

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5

Flood, Raymond, and Bob Lockhart. "Teaching programming collaboratively." ACM SIGCSE Bulletin 37, no. 3 (2005): 321–24. http://dx.doi.org/10.1145/1151954.1067533.

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6

Szlávi, Péter, and László Zsakó. "Methods of teaching programming." Teaching Mathematics and Computer Science 1, no. 2 (2003): 247–57. http://dx.doi.org/10.5485/tmcs.2003.0023.

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7

ALEXANDRON, Giora, Michal ARMONI, Michal GORDON, and David HAREL. "Teaching Nondeterminism Through Programming." Informatics in Education 15, no. 1 (2016): 1–23. http://dx.doi.org/10.15388/infedu.2016.01.

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8

Hyler, Linda. "Teaching writing through programming." Computers and Composition 2, no. 2 (1985): 2–3. http://dx.doi.org/10.1016/s8755-4615(85)80012-8.

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9

Tran, Con, and Pierre N. Robillard. "Teaching structured assembler programming." ACM SIGCSE Bulletin 17, no. 4 (1985): 32–44. http://dx.doi.org/10.1145/989369.989374.

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10

Tachjemal, Gurbanova. "METHODS OF TEACHING PROGRAMMING." International Journal of Multidisciplinary Research Transactions 5, no. 4 (2023): 143–44. https://doi.org/10.5281/zenodo.7783019.

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The current stage of the development of society is characterized by the integration of information technologies in all spheres of human activity, so we must not only be able to use them for their intended purpose, but also understand how they are created and possibly even create more practical, more useful and, most importantly, safe for human health.

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11

Nayimovich, Zaripov Nozimbek. "Methodology for teaching javascript programming language to students." International Journal of Pedagogics 5, no. 1 (2025): 109–11. https://doi.org/10.37547/ijp/volume05issue01-30.

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This article analyzes the methods of effective teaching of the JavaScript programming language to students. It discusses the use of innovative methods in explaining the basics of programming, the importance of practical exercises, and ways to increase students' interest in programming. In addition, the effectiveness of various teaching methods, team projects, and interactive approaches is studied.

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12

Biddle, Robert, and Ewan Tempero. "Teaching programming by teaching principles of reusability." Information and Software Technology 40, no. 4 (1998): 203–9. http://dx.doi.org/10.1016/s0950-5849(98)00040-8.

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13

Reynolds, John C. "Some thoughts on teaching programming and programming languages." ACM SIGPLAN Notices 43, no. 11 (2008): 108–10. http://dx.doi.org/10.1145/1480828.1480852.

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14

Chen, Nan. "Research on the Teaching Reform of "PHP Programming" Course based on Case-based Teaching." Scientific Journal of Technology 4, no. 9 (2022): 44–48. http://dx.doi.org/10.54691/sjt.v4i9.2131.

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In the traditional teaching mode, there are problems that programming language courses tend to be theory-oriented and students face uneven programming foundations. Based on the problems that the course content is too theoretical and the students' programming foundation is different, the teaching reform research is carried out. Taking the course of "PHP Programming" as an example, this paper proposes a case-based teaching reform of "PHP Programming". This paper firstly analyzes the teaching status of "PHP Programming", then expounds the significance of the teaching reform of "PHP Programming" b

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15

Baştemur Kaya, Ceren, and Hasan Çakır. "Utilization of Alice Software in Teaching Programming Language." Journal of Qualitative Research in Education 6, no. 2 (2018): 1–20. http://dx.doi.org/10.14689/issn.2148-2624.1.6c2s9m.

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16

Komilovich, Komilov Dilshodbek. "Methodology, Importance And Scientific Approach To Teaching Programming At School." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 381–84. http://dx.doi.org/10.37547/tajssei/volume02issue10-61.

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This article provides information about teaching programming at school, the importance of teaching programming from school age, teaching methods and scientific approaches of specialists in this area, the innovations made.

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17

Wu, Wei. "Teaching Reform of Object-oriented Programming Curriculum based on Contextual Teaching Method." Journal of Education and Educational Research 3, no. 1 (2023): 86–88. http://dx.doi.org/10.54097/jeer.v3i1.8196.

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Object-oriented programming is the core professional course offered by artificial intelligence major in most colleges and universities. As an important compulsory programming course, how to let the students quickly master complex abstract grammar knowledge, have good practical coding ability, and to apply their knowledge to analyze and solve basic problems in the field of artificial intelligence, need scientific and effective exploration and practice for the teaching mode. Combined with the practical teaching implementation, we take C++ programming course as an example to discuss the teaching

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18

Collyer, Charles E. "Spreadsheet modeling for research and teaching: Programming without programming." Behavior Research Methods, Instruments, & Computers 24, no. 3 (1992): 467–74. http://dx.doi.org/10.3758/bf03203583.

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19

Chen, Woei-Kae, and Yu Chin Cheng. "Teaching Object-Oriented Programming Laboratory With Computer Game Programming." IEEE Transactions on Education 50, no. 3 (2007): 197–203. http://dx.doi.org/10.1109/te.2007.900026.

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20

Gantenbein, Rex E. "Programming as process: a “novel” approach to teaching programming." ACM SIGCSE Bulletin 21, no. 1 (1989): 22–26. http://dx.doi.org/10.1145/65294.65297.

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21

Alajmi, Fawaz, and Ahmad AA Alkhatib. "Enhanced Teaching Model (ETM) for Teaching Programming Languages." International Journal of Computer Applications 121, no. 20 (2015): 13–24. http://dx.doi.org/10.5120/21655-5026.

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22

KUBRICKÝ, Jan, and Milan KLEMENT. "OBJECT ORIENTED PROGRAMMING IN TEACHING." Journal of Technology and Information 1, no. 3 (2009): 136–38. http://dx.doi.org/10.5507/jtie.2009.074.

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23

Novaes, Luiza, and João Bonelli. "Teaching Computer Programming for Designers." Design Principles and Practices: An International Journal—Annual Review 9, no. 1 (2016): 1–13. http://dx.doi.org/10.18848/1833-1874/cgp/1-13.

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24

Vrbik, Vaclav, and Tomas Priban. "Communicative Approach to Teaching Programming." Recent Patents on Computer Sciencee 2, no. 2 (2009): 116–23. http://dx.doi.org/10.2174/2213275910902020116.

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25

Kasimov, Feruz Fayzullayevich. "METHODOLOGY OF TEACHING PROGRAMMING TECHNOLOGY." Theoretical & Applied Science 85, no. 05 (2020): 346–50. http://dx.doi.org/10.15863/tas.2020.05.85.67.

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26

Yu, Liguo. "Experience Teaching Introductory Programming Courses." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 1 (2016): 40–53. http://dx.doi.org/10.4018/ijqaete.2016010104.

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This paper describes the teaching methods and teaching experiences of an instructor who has been teaching computer science freshmen for more than ten years. Problem-based learning has been used in introductory programming courses to enhance the quality of learning. The common problem in introductory programming courses is that instructors quite often focus mainly on programming language syntax and usage but ignore the real world applications of these language features. Accordingly, students are likely to find out that it is difficult to apply their programming skills on solving complex problem

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27

Vrbik, Vaclav, and Tomas Priban. "Communicative Approach to Teaching Programming." Recent Patents on Computer Science 2, no. 2 (2010): 116–23. http://dx.doi.org/10.2174/1874479610902020116.

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28

Bezvoda, Václav. "Geography and Teaching of Programming." Geografie 94, no. 1 (1989): 47–53. http://dx.doi.org/10.37040/geografie1989094010047.

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The urgent need of computers in natural and social sciences will strongly influence the modification of the curricula at our universities and colleges. On the basis of an analysis of the history of application of computers at the Faculty of Natural Sciences of the Charles University, Prague and the situation in teaching mathematical programming and computer art, the paper formulates one of the most probable variants of teaching the above-mentioned subjects in geographical sciences. A special attention is paid to the role of microcomputers as the basic yet still problematic device in the comput

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29

Balaton, Mariana, Jorge Cavadas, Paulo Simeão Carvalho, and J. J. G. Lima. "Programming Ozobots for teaching astronomy." Physics Education 56, no. 4 (2021): 045018. http://dx.doi.org/10.1088/1361-6552/abfb44.

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30

Selby, Linda, and Alison Young. "The teaching of programming (poster)." ACM SIGCSE Bulletin 30, no. 3 (1998): 305. http://dx.doi.org/10.1145/290320.283638.

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31

Bricker, Dennis L., and Edward Y. H. Lin. "Teaching dynamic programming using APL." International Journal of Mathematical Education in Science and Technology 23, no. 3 (1992): 433–11. http://dx.doi.org/10.1080/0020739920230313.

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32

Feldman, Yishai A. "Teaching quality object-oriented programming." Journal on Educational Resources in Computing 5, no. 1 (2005): 1. http://dx.doi.org/10.1145/1101670.1101671.

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33

Price, Blaine, and Marian Petre. "Teaching programming through paperless assignments." ACM SIGCSE Bulletin 29, no. 3 (1997): 94–99. http://dx.doi.org/10.1145/268809.268849.

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34

Bruce, Merle E., and Lorna K. S. Chan. "Reciprocal Teaching and Transenvironmental Programming." Remedial and Special Education 12, no. 5 (1991): 44–53. http://dx.doi.org/10.1177/074193259101200507.

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35

McKerrow, P. J. "Teaching Content Creation with Programming." IEEE Multimedia 12, no. 3 (2005): 36–45. http://dx.doi.org/10.1109/mmul.2005.58.

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36

Linhoff, Joe, and Amber Settle. "Teaching game programming using XNA." ACM SIGCSE Bulletin 40, no. 3 (2008): 250–54. http://dx.doi.org/10.1145/1597849.1384338.

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37

Renaud, Karen, John Barrow, and Petra le Roux. "Teaching programming from a distance." ACM SIGCSE Bulletin 33, no. 4 (2001): 39–42. http://dx.doi.org/10.1145/572139.572167.

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38

Powers, Kris, Paul Gross, Steve Cooper, et al. "Tools for teaching introductory programming." ACM SIGCSE Bulletin 38, no. 1 (2006): 560–61. http://dx.doi.org/10.1145/1124706.1121514.

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39

Marks, Joe, William Freeman, and Henry Leitner. "Teaching applied computing without programming." ACM SIGCSE Bulletin 33, no. 1 (2001): 80–84. http://dx.doi.org/10.1145/366413.364547.

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40

Vrbik, Vaclav. "Communicative approach to teaching programming." International Journal of Continuing Engineering Education and Life-Long Learning 15, no. 3/4/5/6 (2005): 148. http://dx.doi.org/10.1504/ijceell.2005.007707.

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41

Gramakov, D. A., M. V. Shevchuk, V. G. Shevchenko, and E. M. Chukalovskaya. "Programming teaching methodological foundation improvement." Journal of Physics: Conference Series 1560 (June 2020): 012078. http://dx.doi.org/10.1088/1742-6596/1560/1/012078.

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42

Lin, Edward Y. H. "Teaching mathematical programming with APL." ACM SIGAPL APL Quote Quad 19, no. 1 (1988): 22–24. http://dx.doi.org/10.1145/379279.379339.

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43

Voštinár, Patrik. "Teaching programming using eduScrum methodology." PeerJ Computer Science 10 (January 23, 2024): e1822. http://dx.doi.org/10.7717/peerj-cs.1822.

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There are a large number of professions in the world today. Some professions are disappearing, and some new ones are emerging. However, they all have something in common: the need to manage them. Throughout its history, humanity has developed several constantly changing forms of management. For this reason, school absolvents must enter the labour market with skills already sufficiently developed, such as communication, cooperation, teamwork, responsibility, and the ability to plan their work. The article focuses on the issue of teaching programming through mobile applications and basic robotic

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44

Vrbik, Vaclav. "Communicative approach to teaching programming." New Educational Review 2, no. 1 (2004): 131–44. http://dx.doi.org/10.15804/tner.04.2.1.13.

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Till contemporary period there have been many different theoretical ways, which deal with the content and quality of teaching. Their common aim is to consider improving the quality of teaching to students and also pedagogues. Communication approach to teaching (further CAT) is based on the optimization of the amount and retention of knowledge and the character of subject matter achieved by means of improvement of students' motivation and applying the utilization of the knowledge in a real context. The purpose of this article is to suggest applying the CAT method mainly used during teaching for

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45

MANDARIA, George. "Methodology of Teaching Dynamic Programming." Journal of Technical Science and Technologies 3, no. 1 (2014): 15–18. http://dx.doi.org/10.31578/jtst.v3i1.84.

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In this article the methodology of learning dynamic programing is described. Mentioned methodology is one of the main methods of solvingsome programming problems and foresees dividing one problem into such sub problems that using their solutions will be possible to build thesolution of initial problem. The realization of this method needs memorizing the solutions of sub problems, thus, the dynamic tables are used.As well as that the solutions of sub problems and recursive dependence are explained in this article. It is showed how to use recursive dependencein order to divide a problem into sub

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46

Lukkarinen, Aleksi, Lauri Malmi, and Lassi Haaranen. "Event-driven Programming in Programming Education." ACM Transactions on Computing Education 21, no. 1 (2021): 1–31. http://dx.doi.org/10.1145/3423956.

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During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 pap

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47

Xasanov, Jahongir Bahodir o'g'li. "Neuro-Linguistic Programming as a Teaching Method to Enhance the Foreign Language Teaching." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 10 (2023): 39–43. https://doi.org/10.5281/zenodo.8417451.

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Foreign language educators employ a variety of techniques and resources to facilitate effective communication with their students. Recent advancements in the field of language instruction, particularly in the realm of Neuro-Linguistic Programming (NLP), have greatly contributed to our understanding of the communicative aspects of foreign language teaching and learning. This paper delves into the integration of Neuro-Linguistic Programming (NLP) within the classroom environment to enhance educators' communication skills with their students. The primary focus of this study lies in the utiliz

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48

Abdurakhmonov, Sultonali Mukaramovich, and Shavkat Mamirovich Ibragimov. "USING VISUAL LEARNING ENVIRONMENTS IN TEACHING OBJECT-ORIENTED PROGRAMMING." Al-Farg'oniy avlodlari 1, no. 3 (2023): 51–55. https://doi.org/10.5281/zenodo.8319524.

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The article deals with the problem of teaching object-oriented programming. The paper proposes guidelines for teaching students object-oriented programming using the capabilities of various programming languages, and developing computer programs based on them. Teaching the basics of object-oriented programming makes it possible to bring the teaching of a programming course to a more modern level and expands the possibilities of future specialized courses, as well as eliminates the contradictions between the current state of programming and the content of teaching the discipline in higher educa

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49

Du, Hao Cui, and Jian De Fan. "Research of Education Reform in C Programming Language." Advanced Materials Research 926-930 (May 2014): 4553–56. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4553.

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C Language Programming is one of the main courses for computer science majors’ students. As the first programming language, it is difficult to learn and teach for both of students and teachers. In our traditional teaching methods, we had to introducing statements and syntaxes, in addition to some simple examples. However, this method showed the lack of logic system training in the programming approach and the students taught by this mode were not so competent for handling problems occurring in programming. Therefore, the teaching method of C Language programming needs reforming. After years of

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50

Cao, Li Ying, He Long Yu, Gui Fen Chen, and Ting Ting Yang. "Reform and Practice of Teaching Model of Computer Programming Courses." Applied Mechanics and Materials 644-650 (September 2014): 5978–80. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5978.

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According to the problems of programming courses in the teaching process, this paper proposes the "two way, three classrooms, four reform, multiple assessment" teaching model of C++ programming combining with some teaching experience, and researches and discusses from programming course content, teaching methods and assessment methods. The teaching model applied in other programming course, and obtained the same good results.

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