159,455 research outputs found

    Research questions and approaches for computational thinking curricula design

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    Teaching computational thinking (CT) is argued to be necessary but also admitted to be a very challenging task. The reasons for this, are: i) no general agreement on what computational thinking is; ii) no clear idea nor evidential support on how to teach CT in an effective way. Hence, there is a need to develop a common approach and a shared understanding of the scope of computational thinking and of effective means of teaching CT. Thus, the consequent ambition is to utilize the preliminary and further research outcomes on CT for the education of the prospective teachers of secondary, further and higher/adult education curricula

    Static Analysis of Run-Time Errors in Embedded Real-Time Parallel C Programs

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    We present a static analysis by Abstract Interpretation to check for run-time errors in parallel and multi-threaded C programs. Following our work on Astr\'ee, we focus on embedded critical programs without recursion nor dynamic memory allocation, but extend the analysis to a static set of threads communicating implicitly through a shared memory and explicitly using a finite set of mutual exclusion locks, and scheduled according to a real-time scheduling policy and fixed priorities. Our method is thread-modular. It is based on a slightly modified non-parallel analysis that, when analyzing a thread, applies and enriches an abstract set of thread interferences. An iterator then re-analyzes each thread in turn until interferences stabilize. We prove the soundness of our method with respect to the sequential consistency semantics, but also with respect to a reasonable weakly consistent memory semantics. We also show how to take into account mutual exclusion and thread priorities through a partitioning over an abstraction of the scheduler state. We present preliminary experimental results analyzing an industrial program with our prototype, Th\'es\'ee, and demonstrate the scalability of our approach

    An active learning and training environment for database programming

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    Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

    Deuce: A Lightweight User Interface for Structured Editing

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    We present a structure-aware code editor, called Deuce, that is equipped with direct manipulation capabilities for invoking automated program transformations. Compared to traditional refactoring environments, Deuce employs a direct manipulation interface that is tightly integrated within a text-based editing workflow. In particular, Deuce draws (i) clickable widgets atop the source code that allow the user to structurally select the unstructured text for subexpressions and other relevant features, and (ii) a lightweight, interactive menu of potential transformations based on the current selections. We implement and evaluate our design with mostly standard transformations in the context of a small functional programming language. A controlled user study with 21 participants demonstrates that structural selection is preferred to a more traditional text-selection interface and may be faster overall once users gain experience with the tool. These results accord with Deuce's aim to provide human-friendly structural interactions on top of familiar text-based editing.Comment: ICSE 2018 Paper + Supplementary Appendice
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