Methods of teaching the basics of programming in Python

2020 ◽  
pp. 24-30
Author(s):  
E. V. Krivoplyasova ◽  
V. Yu. Nefyodova ◽  
A. V. Prilepina
Keyword(s):  
Programming Languages ◽  
Learning Outcomes ◽  
Course Content ◽  
Algorithmic Language ◽  
Explanatory Note ◽  
Elective Course ◽  
Goals And Objectives

The article discusses the main trends in the study of programming languages in the school course of informatics. The programming languages (Basic, Pascal, C, Python, algorithmic language) that are acceptable for use at the Unified State Exam in informatics and ICT and their main features are listed. The analysis of the use of the proposed programming languages in educational and methodological kits on informatics is carried out. The program of the elective course for teaching the basics of programming in Python is proposed. It contains an explanatory note, goals and objectives of the course, thematic planning, course content, expected learning outcomes. The methodical material on the theme "Programming of branching algorithms" in Python is considered.

scholarly journals PEDAGOGICAL FOUNDATIONS FOR THE INTRODUCTION OF ELECTIVE COURSES «GEOGRAPHY OF CULTURE» IN GENERAL-EDUCATION SCHOOLS

2020 ◽  
Vol 66 (2) ◽  
pp. 289-293
Author(s):  
A.U. Satybaldieva ◽  
◽  
Z.K. Mirzalieva ◽  
Keyword(s):  
High School Students ◽  
General Education ◽  
Organizational Support ◽  
Cultural Geography ◽  
Specialized Training ◽  
School Students ◽  
Elective Courses ◽  
Elective Course ◽  
The Right ◽  
Goals And Objectives

Specialized training helps high school students choose the right path to continue their education in the future, providing pedagogical, psychological, informational and organizational support to students. Due to the fact that new elective courses are being introduced in General education institutions, there are still not enough regulatory and reference materials. Many teachers cannot create elective courses that will be interesting and useful for students, because the school does not provide detailed information about the goals and objectives of specialized training, types and methods of its implementation. Therefore, one of the most pressing issues today is the systematization of information about elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course "Cultural geography" for mathematical students. In addition, the methodological structure of the course "Cultural geography"was developed.

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

scholarly journals ANALISIS PERSEPSI DAN HUBUNGAN PRESTASI BELAJAR MATEMATIKA DENGAN PRESTASI BAHASA PEMROGRAMAN

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Herlina Herlina ◽  
Teady Matius Surya Mulyana
Keyword(s):  
Programming Languages ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Mathematical Concepts ◽  
Close Relationship ◽  
Positive Meaning ◽  
Five Senses ◽  
Four Levels ◽  
Quantitative Descriptive ◽  
Learning Programming

Mathematics is the basis before learning coding-based courses. This type of research is quantitative descriptive. Sample of 110 informatics engineering students. The results of the study showed a significant association of learning outcomes in mathematics with the achievement of learning programming languages. The magnification coefficient of 0.663 has a moderate and positive meaning. The contribution of mathematics in explaining programming languages ​​is 43.97% and the remaining 56.03% is accepted by other variables. Students' perceptions of mathematics and programming languages ​​consist of four levels of understanding, namely the five senses, analysis, interpretation and evaluation. Every level of dimension. On the sensory dimension of 31.9% mathematics has a close relationship with programming languages. In the dimensions of analysis and interpretation, the value of the percentage of perceptions that are almost the same namely 21.24% and 21.14% associate mathematical concepts with the concepts of programming languages. In the evaluation dimension of 20.6%, it shows that in programming languages, students need information other than mathematics, namely the purpose of the programming language that is being designed. Full Article

The Cultural Adaptation of E-Learning

2011 ◽  
pp. 308-325 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Cultural Analysis ◽  
Instructional Designer ◽  
Course Content ◽  
Instructional Methodologies ◽  
Cultural Preferences ◽  
E Learning ◽  
Design Skills

Culturally appropriate instructional design requires the integration of instructional design skills with intercultural knowledge. In e-learning, as in classroom-based courses, courses that accommodate the learning styles and cultural preferences of the targeted learners will offer the best—and fastest—learning outcomes. In this chapter, the author illustrates how to modify an existing e-learning course—or design one ‘from scratch’—that aligns the course content, the instructional methodologies (including activities and assessments) and the technology to the needs and environment of learners in other countries. The ‘smart’ instructional designer conducts a cultural analysis and makes validated changes to e-learning courses, before they are sent for translation, localization, or final production.

scholarly journals An EMI Pedagogy That Facilitates Students' Learning

2015 ◽  
Vol 8 (12) ◽  
pp. 63 ◽  
Author(s):  
Yung-Ting Chuang
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
First Language ◽  
Learning Experiences ◽  
Course Content ◽  
Course Offerings ◽  
Global Status ◽  
University Course

<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P &lt; 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P &lt; 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

Technical Translation for Postgraduate Engineering Students As Foreign Language Course Component

2016 ◽  
Vol 4 (3) ◽  
pp. 57-64
Author(s):  
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T. Sidorenko ◽  
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T. Gorbatova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Language Training ◽  
Course Content ◽  
Technical Translation ◽  
The University ◽  
Content Design ◽  
Goals And Objectives ◽  
University Community

The article investigates the issues of the content of the foreign language training at technical universities. The authors analyze the goals and objectives as well as the requirements and the content of the postgraduate language training to identify some discrepancy, which prevents the university community from achieving the most effi cient outcomes in the training future researchers and engineers in terms of foreign language profi ciency. Based on the examples provided, the authors highlight the necessity to revise the curriculum in order to change its focus and the major components as well as to review the requirements for students at every stage of language learning. The authors do not propose the ready scenario and structure of the course, considering it as the exceptional privilege of each university. However, the model that they propose in the paper and the conclusions they make, might be taken by others as the ground for the course content design.

scholarly journals Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes

2010 ◽  
Vol 43 (03) ◽  
pp. 547-555 ◽  
Author(s):  
Timothy Wedig
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Significant Contribution ◽  
Learning Objectives ◽  
Core Component ◽  
Course Content ◽  
Face To Face ◽  
Science Courses ◽  
Instructor Role ◽  
Selection Of

AbstractClassroom simulations can make a significant contribution to learning outcomes in political science courses, provided that they are firmly linked to course content and learning objectives. This article offers a step-by-step decision framework for instructors seeking to use simulations as a core component of their courses, including selection of an exercise, pre-simulation preparation, instructor role during a simulation, and techniques for debriefing after the exercise. Options such as online and face-to-face, synchronous and asynchronous, distributed and single classroom, and individual and team formats are compared, with a focus on their associated learning outcomes.

scholarly journals Basis of Designing Test Questions of English Language That Reflect Intended Learning Outcomes (ILOs)

2019 ◽  
Vol 10 (3) ◽  
pp. 627
Author(s):  
Mona M. Hamad
Keyword(s):  
Learning Outcomes ◽  
Analytical Method ◽  
English Language ◽  
Course Content ◽  
Whole Process ◽  
Language Tests ◽  
To Come ◽  
Intended Learning Outcomes ◽  
Bloom Taxonomy ◽  
Scientific Pedagogical

Teaching is one of the most important professions that affect different aspects of life. Brown (1994) stated that testing and teaching are different, but they are interwoven and interdependent, that it is difficult to tease them apart. Teachers teach, and then test to find out if they had achieved their course objectives. As teachers sometimes fail or find difficulties to come out with perfect test that backwash the whole process of course learning; in other words they fail to construct test that meets all intended learning outcomes (ILOs). So, this paper aims at: finding out reasons behind questions’ weakness of English Language tests, and finding solutions that can help educators write their test-questions in scientific pedagogical way, that tests all course content, and reflects (ILOs). The researcher used the descriptive analytical method, a teachers’ questionnaire is used as instrument to collect data, and 10 tests’ questions were analyzed to tackle reasons behind questions’ weakness. Participants of this study are 22 instructors from College of Science & Arts, Muhayil “KKU” Finding indicated reasons behind questions’ weakness of English Language tests are the inadequate way of designing tests, as a result of ignorance of the basics of test questions criteria and lacking knowledge of how to use Bloom Taxonomy and (TOS). Instructors need training about how to use Bloom Taxonomy and Table of Specification in designing Tests’ Questions of English Language in a pedagogical way.

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