First Computer Science Course Research Articles

Using peer led team learning to assist in retention in computer science classes

Recent work in Peer Led Team Learning (PLTL) has resulted in development of strategies and exercises for implementation of PLTL in the first course in Computer Science as well as two higher-level u...

Effect of algorithms’ multiple representations in the context of programming education

PurposeThe purpose of this paper is to compare the effect of different representations while teaching basic algorithmic concepts to novice programmers.Design/methodology/approachA learning activity was designed and mediated with two conceptually different learning environments, each one used by a different group. The first group used the learning environment “Visual Flowchart”, which enables the students to construct and examine an algorithm using visual representation based on actual flowchart objects. The second group used the software “Language Interpreter”, which allows the students to express an algorithms using pseudocode.FindingsAnalysis of results among the two groups showed no statistically significant differences in the students’ performance with respect to the tool they used to solve the activity, the school stream they followed in high school and their gender.Research limitations/implicationsThe lack of difference among the two groups could be attributed to the non‐complicated nature of the given activity. In addition, longitudinal studies of the effect of the different representation in the frame of an introductory first semester academic course in computer science could further validate the results.Practical implicationsTwo alternative learning environments aimed to support learning of basic programming skills.Originality/valueTwo alternative learning environments were presented and discussed in detail, aimed to support learning of basic programming skills. The conclusions of the present study are in contrast to the research that has taken place in the past which compared usage of flowcharts and pseudocode to educate novice programmers, and wider adoption of “flowcharts” was depicted.

Flexible Algorithms: Overview of a Beginners' Course

First courses in computer science usually deal with sequential algorithms and programs. Unfortunately, this gets students accustomed to sequential thinking, making it hard for them to understand and effectively use parallelism later. On the other hand, because parallel programming is so difficult, introducing it at an early stage is impractical. So, my colleagues at the Jerusalem College of Technology and I developed flexible algorithms for teaching

Implementing CC2001

A first course in computer science that loosely follows the Computing Curricula 2001 report is described. This course blends theory and practice, highlights algorithm design, introduces a modest amount of imperative programming, and uses an Internet algorithmics theme to tie the topics together and keep the course both challenging and interesting to those with and without previous computing experience.

A first course in computer science

The College Board Advanced Placement exam in computer science will use the language Java starting in fall 2003. The language chosen for this exam is based on the language commonly taught in introductory computer science courses at the university level. This article reviews the purpose of an introductory course and the various suggestions for the curriculum of introductory courses published by the Association for Computing Machinery. It then proposes that such a course stress foundational concepts over specific language syntax, and then provides a list of such foundational concepts and related topics. Based on this fundamental curriculum, the article recommends C++ as the most appropriate language. An appendix provides a sample syllabus.

A simple java package for GUI-like interactivity

This paper discusses the motivation for a simple package designed to incorporate user interactivity into a first course in computer science. The package enables novice programmers to build programs with GUI-like interactivity while maintaining good design principles. An advantage of this package is that it is easy to implement using the Swing class. Therefore, it can be used as a case study to illustrate Java features.

A first course in computer science

A first course in computer science

SimpleIO

This paper describes how to incorporate user interactivity and graphics into a first course in computer science. Problems and alternative solutions are discussed. A Java package called simpleIO that we developed is presented. It allows novice programmers to build simple GUI -based programs while maintaining good design principles. The package includes methods for requesting data from the user including integers, reals, string and Booleans. It also supports simple menus, graphics displays and text file handling.

Case-studies on average-case analysis for an elementary course on algorithms

Average-case algorithm analysis is usually viewed as a tough subject by students in the first courses in computer science. Traditionally, these topics are fully developed in advanced courses with a clear mathematical orientation. The work presented here is not an alternative to this, rather, it presents the analysis of algorithms (and average-case in particular) adapted to the mathematical background of students in an elementary course on algorithms or programming by using two selected case-studies.

Average-case analysis in an elementary course on algorithms

Average-case algorithm analysis is usually viewed as a tough subject by students in the first courses in Computer Science. Traditionally, these topics are fully developed in advanced courses with a clear mathematical orientation. The work presented here is not an alternative to this, but, it presents the analysis of algorithms (and average-case in particular) adapted to the mathematical background of students in an elementary course on Algorithms or Programming by using some specially selected examples.

The Metamorphosis of an Introduction to Computer Science

Computer science departments in colleges and universities are always involved in curriculum reviews to insure their students receive an up-to-date education. In particular, the introductory or first course in computer science has undergone significant changes over the past years. This article concerns itself with the metamorphosis of the introductory course and addresses the possibilities of what the future first course in the discipline might be like.

Formal methods, design, and collaborative learning in the first computer science course

AbstractThis chapter presents an overview of the first course in computer science offered at City College of New York. The course is a strong departure from conventional introductory programming courses, offering students a logic‐based introduction to program design.

Self-reference is an illustrative essential

This paper includes an abstract, a discussion of the usefulness of self-reference in early computer science courses, and some examples to illustrate this usefulness. Most readers will not be troubled by this example of self-referential writing. Why then is self-reference, usually in the form of recursive subprograms, thought to be so onerous as to be placed in its own left-until-the-end-and-often-uncovered chapter in most introductory texts? Self-reference is one of the cornerstones of computer science from the unsolvability of the halting problem, to writing a Pascal compiler in Pascal, to reveling in the beauty of Quicksort. We argue that the notion of self-reference should permeate first courses in computer science. If this is to be the case such courses should take a view far broader than “Wow, I can average 10 numbers with the skills I learned in my first programming course!”

A first course in computer science for small four year CS programs

The paper is a contribution to the ongoing debate over the content of CS1. Instead of opting for either the depth first or breadth-first approach, we have built a course using some of the strongest elements of each. This course does not replace CS1 in our department. Rather, we use it to give beginning computer science students a more balanced view of the discipline than CS1 does. We also use it to teach in one place much of the redundant material found in the standard computer science curriculum. We find this makes for more sophisticated students and lets us use our small faculty more efficiently.

A first course in computer science at the University of Zurich

After sketching the basic concepts of informatics, a schedule is presented that allows the teaching of these concepts using current technology. Throughout the course, the usage of formalized notations for the specification and the solution of problems is emphasized. The work in the computer labs includes applications of standard software as well as problem solving using HyperCard and Object-Pascal. Even with inexperienced students, object-oriented programming has proved to be a perfect means for design and implementation.

Logo as a prelude to LISP: some surprising results

Recently San Jose State University introduced a LOGO-based, rather than a Pascal-based, first course in computer science. This paper reports on an attempt to trace statistically the effect of that curricular change on student performance in a subsequent Lisp course. Student final grades, however, showed no improvement in performance as a result of their prior exposure to functional programming with LOGO.

A suggested term project for the first course in computer science

A suggested term project for the first course in computer science

Screening freshmen computer science majors

Ten factors were studied to determine their relationship to success in the first computer science course (Programming Concepts and Problem Solving) for majors. The ten factors studied were the following: high school grade point average, ACT scores (English, math, social science, natural science, and composite), Nelson Denny Reading scores (vocabulary, comprehension, and total grade equivalent), and the UTM Math Placement Test score. Of these placement factors, only the ACT English score and the UTM math placement test were significant in reducing the failure rate in the first course in computer science for majors. The ACT English score was the single best predictor of success.

Numerical methods disguised

Our first course in Computer Science is supposed to be a gentle introduction to both the world of computing and to computer programming. It is a core course, which when I taught it had a preponderance of communications arts and psychology majors enrolled for what is euphemistically known as a "mathematics substitute."

The first course in computer science needs a mathematics corequisite

First-year computer science students need to know and use a considerable amount of mathematics. A corequired course in discrete mathematics is a good solution.