{"title":"通过编程学习编程:一个案例研究","authors":"M. Hassinen, Hannu Mäyrä","doi":"10.1145/1315803.1315824","DOIUrl":null,"url":null,"abstract":"Programming is a challenging field of computer science for both to teach and learn. Although studied extensively, a definite method for teaching programming is yet to be found. In quest of finding success factors in both elementary and more advanced programming courses, this paper discusses some findings made studying exam success and home assignment activity in programming courses. Our claim is that there is no shortcut in learning to program, but extensive practise and sufficient time to become familiar with programming concepts is needed.","PeriodicalId":135065,"journal":{"name":"Baltic Sea '06","volume":"20 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"24","resultStr":"{\"title\":\"Learning programming by programming: a case study\",\"authors\":\"M. Hassinen, Hannu Mäyrä\",\"doi\":\"10.1145/1315803.1315824\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Programming is a challenging field of computer science for both to teach and learn. Although studied extensively, a definite method for teaching programming is yet to be found. In quest of finding success factors in both elementary and more advanced programming courses, this paper discusses some findings made studying exam success and home assignment activity in programming courses. Our claim is that there is no shortcut in learning to program, but extensive practise and sufficient time to become familiar with programming concepts is needed.\",\"PeriodicalId\":135065,\"journal\":{\"name\":\"Baltic Sea '06\",\"volume\":\"20 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"24\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Baltic Sea '06\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/1315803.1315824\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Baltic Sea '06","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/1315803.1315824","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Programming is a challenging field of computer science for both to teach and learn. Although studied extensively, a definite method for teaching programming is yet to be found. In quest of finding success factors in both elementary and more advanced programming courses, this paper discusses some findings made studying exam success and home assignment activity in programming courses. Our claim is that there is no shortcut in learning to program, but extensive practise and sufficient time to become familiar with programming concepts is needed.
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