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The impact of presenting concurrency...

Lund, Chester Benford, Jr.

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The impact of presenting concurrency in the introductory computer science course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of presenting concurrency in the introductory computer science course./
Author:	Lund, Chester Benford, Jr.
Description:	330 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2787.
Contained By:	Dissertation Abstracts International60-06B.
Subject:	Computer Science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9935718
ISBN:	0599367296

The impact of presenting concurrency in the introductory computer science course.
Lund, Chester Benford, Jr.

The impact of presenting concurrency in the introductory computer science course. - 330 p.

Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2787.

Thesis (D.Sc.)--The George Washington University, 1999.

The teaching of introductory computer science today is focused on sequential algorithms and processing. Students are taught from day one to think and design in a sequential manner. By the time students are introduced to concurrent and parallel processing, the students are imprinted with sequential algorithmic thought processes.

ISBN: 0599367296Subjects--Topical Terms:

626642
Computer Science.

The impact of presenting concurrency in the introductory computer science course.
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100 1 $a Lund, Chester Benford, Jr. $3 1946677
245 1 4 $a The impact of presenting concurrency in the introductory computer science course.
300 $a 330 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2787.
500 $a Director: Michael Bliss Feldman.
502 $a Thesis (D.Sc.)--The George Washington University, 1999.
520 $a The teaching of introductory computer science today is focused on sequential algorithms and processing. Students are taught from day one to think and design in a sequential manner. By the time students are introduced to concurrent and parallel processing, the students are imprinted with sequential algorithmic thought processes.
520 $a It is well documented that students who are taught introductory computer science using the imperative programming paradigm have a difficult time transitioning to the object-oriented programming paradigm. Students have to unlearn one programming paradigm in order to learn and use another programming paradigm. The teaching of introductory computer science using multi-paradigm programming methods has been documented as successful.
520 $a A controlled experiment was devised to teach introductory computer science students both sequential and concurrency programming to students in their first programming language course. The experiment was created to potentially answer the following questions about introducing concurrency and parallelism into a first programming language course: (1) Should it be done? (2) How could it be done? The experiment was conducted by actually teaching a course that introduced both sequential and concurrent concepts together to novice programming students. The first question should be answered with a simple yes or no. The second question may have many possible answers; a target of this experiment was to provide an answer (given that the answer to the first question is yes).
590 $a School code: 0075.
650 4 $a Computer Science. $3 626642
650 4 $a Education, Vocational. $3 1017499
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690 $a 0747
710 2 0 $a The George Washington University. $3 1017405
773 0 $t Dissertation Abstracts International $g 60-06B.
790 1 0 $a Feldman, Michael Bliss, $e advisor
790 $a 0075
791 $a D.Sc.
792 $a 1999
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