The Application of Heuristic Teaching Method in Explaining the Asterisk Triangles Pattern in C Language

2019 ◽  
pp. 297-302
Author(s):  
Xiaoqiang Wu ◽  
Ruican Hao ◽  
Hongfang Cheng
Keyword(s):  
Teaching Method ◽  
C Language

Bubbling Sort Algorithm Application Based on C Programming Language

2013 ◽  
Vol 380-384 ◽  
pp. 1734-1737
Author(s):  
Xiang Ping Xiao
Keyword(s):  
Programming Language ◽  
Teaching Method ◽  
C Language ◽  
C Programming Language ◽  
Java Language ◽  
C Programming ◽  
Mathematical Thought ◽  
Sort Algorithm ◽  
International Status

As its international status, mastering C programming language is very important, for example the java language, popular and widely used at present, which has all kinds of connections with C programming language. In the C language, the bubbling sort, which has the knowledge of the cycle and array, has been seen as classic examples to explain, and also is used in a variety of computer exams. One important reason is the bubbling sort itself more classic; another is that it is not easy for students to grasp and understand the bubbling sort. This paper will explore a new teaching method--introduction of mathematical thought--to help students to understand and master the bubbling sort.

Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

2017 ◽  
Vol 56 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Nianfeng Shi ◽  
Wen Cui ◽  
Ping Zhang ◽  
Ximing Sun
Keyword(s):  
Teaching Method ◽  
Program Comprehension ◽  
Control Group ◽  
Solo Taxonomy ◽  
C Language ◽  
Novice Programming ◽  
Role Based ◽  
Group B ◽  
Experimental Group ◽  
Case Based

This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional case-based teaching method. The students in the experimental group learned programming by applying the role-based approach to the case-based teaching method. For the purposes of determining the effects of the role-based teaching, the SOLO taxonomy was used to evaluate the results of the participants’ final paper–pencil test. The SOLO level of the code reading and code writing was graded according to the SOLO categories for program comprehension and construction. Data analyses show that (a) there was a higher level of performance and cognitive ability in the experimental group, (b) there were some positive and significant correlations between student’s final examination scores and their SOLO level of the code reading and code writing, and (c) the SOLO level of the code writing and code reading was significantly related. These results suggest that the role of variable is effective on improving novice programming.

Programming Life

2019 ◽  
pp. 486-523
Author(s):  
Thiago Ferreira Dantas ◽  
Patricia Padula Lopes ◽  
Erico Marcelo Hoff do Amaral
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Computational Thinking ◽  
C Language ◽  
Initial Expectation ◽  
Programming Logic ◽  
Learning Programming ◽  
Incoming Students ◽  
Self Learning ◽  
Teaching And Learning Programming

This chapter presents the use of gamification as mechanism to support the process of teaching and learning programming through a serious game, titled Programming Life. The aim is to alleviate the difficulties encountered by incoming students in the introductory programming disciplines and to provide the student with a teaching method, to which self-learning is possible, without the need for prior knowledge of content, only with their own efforts. Developing logical reasoning, the ability to solve problems in an algorithmic way and enabling the learning of C language and stimulating the construction of computational thinking in a pleasant and attractive way. The results achieved with the use of Programming Like in classes of algorithms and programming were beyond the initial expectation, and demonstrate that it is possible to provide at the student with a form of playful learning, ensuring that students assimilate concepts and techniques related to programming logic.

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