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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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of presenting concurrency in the introductory computer science course./
作者:	Lund, Chester Benford, Jr.
面頁冊數:	330 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2787.
Contained By:	Dissertation Abstracts International60-06B.
標題:	Computer Science. -
電子資源:	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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245 1 4 $a The impact of presenting concurrency in the introductory computer science course.
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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).
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