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When teaching computer programming to novices, forget "objects early," "objects later," and "back to basics."
Computational thinking has been promoted in recent years as a skill that is as fundamental as being able to read, write, and do arithmetic. However, what computational thinking really means remains speculative. While wonders, discussions and debates will likely continue, this article provides some analysis aimed to further the understanding of the notion.… (More)
A software package implementing Schwarz-Christoffel Conformal transformation (or mapping) of doubly connected polygonal regions is fully described in this article from mathematical, numerical, and practical perspectives. The package solves the so-called accessory parameter problem associated with the mapping function as well as evaluates forward and inverse… (More)
Novice programmers should be taught not only the value of faithfully representing objects but, even more important, multiple programming paradigms as well.
The prevailing paradigm in teaching elementary programming uses Java as the first programming language and the " objects first " approach as the conceptual basis. This approach has several shortcomings , e.g., high drop-out rates and poor skills in basic constructs like loops. This paper suggests an alternative approach that combines a strong start in basic… (More)
In this paper, we first present an assessment on students' software design abilities based on qualitative data from a design class. We will then provide, using the assessment as a backdrop, a discussion on the nature of software design, the challenges of teaching design, and ways to improve design education.
In this article, we describe our implementation of the NSF CPATH-supported project that aims to restructure the Bachelor of Science (B.S.) degree requirements and institute a minor and a major in Computational Science. We will describe the design and the initial pilot of the courses that focus on computational thinking. These courses would replace the ones… (More)