Análisis de las propuestas de la enseñanza de la programación orientada a objetos en los primeros cursos

Existe un fuerte debate sobre qué paradigma conviene impartir en el primer curso de los planes de estudio de Informática: orientación a objetos (OO) o procedimental, así como sobre el lenguaje de soporte de las sesiones prácticas. Muchos artículos presentan sus experiencias o proponen nuevas metodologías de forma aislada, pero no encontramos un estudio sistemático de los distintos enfoques. En este trabajo se presenta una visión crítica de las propuestas de diferentes autores, se evalúan sus ventajas e inconvenientes. Se concluye la necesidad de reconducir el debate de la planificación de los primeros cursos de programación, hoy día centrado en el orden en que se enseñan los paradigmas y el lenguaje para implementarlo, hacia la búsqueda de los conceptos fundamentales y herramientas pedagógicas que permitan una exposición gradual de los conceptos de la programación.Este trabajo se ha financiado con el proyecto TIC2000-1413 de la CICYT

COMPARACIÓN DE HERRAMIENTAS PARA LA ENSEÑANZA DE LA PROGRAMACIÓN

Éste artículo presenta el resultado de una investigación sobre las diferentes herramientas, métodos y técnicas que se emplean en el proceso de enseñanza / aprendizaje de la programación. Incluye una descripción de los trabajos de investigación relacionados con el desarrollo y uso de herramientas, métodos y técnicas para la enseñanza de la programación en Universidades versus Facultad de Ciencias de la Información (FCI) de la Universidad Autónoma del Carmen (UNACAR), con el propósito de proponer aquellos que son aplicables en la enseñanza de la programación dentro de la Facultad

The evaluation of a pedagogical-program development environment for Novice programmers : a comparative study

It is an acknowledged fact that many novice programmers experience difficulty in the process of learning to program. One of the contributing factors to this difficulty is the Program Development Environment (PDE). Professional-PDEs are those developed specifically for professional programmers, but are often used by educational institutions in the instruction of programming. It has long been accepted that such environments are inappropriate in the instruction of programming due to unnecessary complexity and lack of support for novice programmers in the learning process. Numerous pedagogical-PDEs supporting the mechanics of programming have been developed in response to this. A review of literature, however, indicates that very limited empirical studies comparing pedagogical-PDEs and professional-PDEs have been conducted. The current study investigates whether there are measurable benefits to using a pedagogical-PDE supporting the mechanics of programming in the instruction of programming instead of a professional-PDE. A comparative study of this nature requires a representative pedagogical-PDE and representative professional-PDE be compared with one another. The first part of the current study determines a set of requirements that a pedagogical- PDE should adhere to based on literature. A set of representative features for a pedagogical-PDE is derived by examining the features of existing PDEs in conjunction with the set of requirements. Based on these features, a pedagogical-PDE, known as SimplifIDE, is developed that implements the representative set of features and that meets are the requirements for a pedagogical-PDE. The second part of the current study is the specification and administration of an empirical experiment in which SimplifIDE and Borland© DelphiTM are compared with one another. A holistic approach in determining the differences between the PDEs is taken and three main areas are examined, namely academic performance, perceptions and programming behavior

Teaching informatics to novices: big ideas and the necessity of optimal guidance

This thesis reports on the two main areas of our research: introductory programming as the traditional way of accessing informatics and cultural teaching informatics through unconventional pathways. The research on introductory programming aims to overcome challenges in traditional programming education, thus increasing participation in informatics. Improving access to informatics enables individuals to pursue more and better professional opportunities and contribute to informatics advancements. We aimed to balance active, student-centered activities and provide optimal support to novices at their level. Inspired by Productive Failure and exploring the concept of notional machine, our work focused on developing Necessity Learning Design, a design to help novices tackle new programming concepts. Using this design, we implemented a learning sequence to introduce arrays and evaluated it in a real high-school context. The subsequent chapters discuss our experiences teaching CS1 in a remote-only scenario during the COVID-19 pandemic and our collaborative effort with primary school teachers to develop a learning module for teaching iteration using a visual programming environment. The research on teaching informatics principles through unconventional pathways, such as cryptography, aims to introduce informatics to a broader audience, particularly younger individuals that are less technical and professional-oriented. It emphasizes the importance of understanding informatics's cultural and scientific aspects to focus on the informatics societal value and its principles for active citizenship. After reflecting on computational thinking and inspired by the big ideas of science and informatics, we describe our hands-on approach to teaching cryptography in high school, which leverages its key scientific elements to emphasize its social aspects. Additionally, we present an activity for teaching public-key cryptography using graphs to explore fundamental concepts and methods in informatics and mathematics and their interdisciplinarity. In broadening the understanding of informatics, these research initiatives also aim to foster motivation and prime for more professional learning of informatics