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Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming.

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Title: Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming.
Authors: Gutiérrez-Cárdenas, Juan1 jmgutier@ulima.edu.pe
Source: Journal of Information Systems Education. Winter2020, Vol. 31 Issue 1, p72-82. 11p. 8 Charts, 2 Graphs.
Subject Terms: *Information storage & retrieval systems, Scheme programming language, Programming languages, Software development tools, Set functions, Python programming language
Abstract: In the current literature, there is limited evidence of the effects of teaching programming languages using two different paradigms concurrently. In this paper, we present our experience in using a multiparadigm and multiprogramming approach for an Introduction to Programming course. The multiparadigm element consisted of teaching the imperative and functional paradigms, while the multiprogramming element involved the Scheme and Python programming languages. For the multiparadigm part, the lectures were oriented to compare the similarities and differences between the functional and imperative approaches. For the multiprogramming part, we chose syntactically simple software tools that have a robust set of prebuilt functions and available libraries. After our experiments, we found that the students were strongly biased towards memorizing the syntax of these languages, jeopardizing their ability to learn to think algorithmically and logically in order to solve the given problems. We believe that teaching students using multiparadigm and multiprogramming techniques could be discouraging, especially for those students with no programming experience. In this research study, we present the results of applying this approach together with the achievements, failures, and trends of the students who were taught with this multipath system. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Information Systems Education is the property of Information Systems & Computing Academic Professionals (ISCAP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Information+Systems+Education%22">Journal of Information Systems Education</searchLink>. Winter2020, Vol. 31 Issue 1, p72-82. 11p. 8 Charts, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Information+storage+%26+retrieval+systems%22">Information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Scheme+programming+language%22">Scheme programming language</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+languages%22">Programming languages</searchLink><br /><searchLink fieldCode="DE" term="%22Software+development+tools%22">Software development tools</searchLink><br /><searchLink fieldCode="DE" term="%22Set+functions%22">Set functions</searchLink><br /><searchLink fieldCode="DE" term="%22Python+programming+language%22">Python programming language</searchLink>
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  Data: In the current literature, there is limited evidence of the effects of teaching programming languages using two different paradigms concurrently. In this paper, we present our experience in using a multiparadigm and multiprogramming approach for an Introduction to Programming course. The multiparadigm element consisted of teaching the imperative and functional paradigms, while the multiprogramming element involved the Scheme and Python programming languages. For the multiparadigm part, the lectures were oriented to compare the similarities and differences between the functional and imperative approaches. For the multiprogramming part, we chose syntactically simple software tools that have a robust set of prebuilt functions and available libraries. After our experiments, we found that the students were strongly biased towards memorizing the syntax of these languages, jeopardizing their ability to learn to think algorithmically and logically in order to solve the given problems. We believe that teaching students using multiparadigm and multiprogramming techniques could be discouraging, especially for those students with no programming experience. In this research study, we present the results of applying this approach together with the achievements, failures, and trends of the students who were taught with this multipath system. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Information Systems Education is the property of Information Systems & Computing Academic Professionals (ISCAP) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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