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• A first course in computer science: languages and goals

  137-152

  Dennis C. Smolarski

  Views:

  17

  The College Board Advanced Placement exam in computer science will use the language Java starting in fall 2003. The language chosen for this exam is based on the language commonly taught in introductory computer science courses at the university level. This article reviews the purpose of an introductory course and the various suggestions for the curriculum of introductory courses published by the Association for Computing Machinery. It then proposes that such a course stress foundational concepts over specific language syntax, and then provides a list of such foundational concepts and related topics. Based on this fundamental curriculum, the article recommends C++ as the most appropriate language. An appendix provides a sample syllabus.

• Methods of teaching programming

  247-257

  Péter Szlávi

  László Zsakó

  Views:

  47

  Programming methodology is one of the oldest fields of IS education, and thus various methods have evolved for its teaching. While some of them could be used effectively in primary or secondary education, others are more suited for students in higher education. The methods themselves determine the structure and curricula of courses such as Programming methodology, Data types and algorithms, Programming technology.

• Better understanding mathematics by algorithmic thinking and computer programming

  295-305

  Katalin Fried

  István Fekete

  Péter Princz

  Views:

  117

  Tamás Varga’s mathematics education experiment covered not just mathematics, but also other related topics. In many of his works he clearly stated that computer science can support the understanding of mathematics as much as mathematics supports informatics. On the other hand, not much later than the introduction of the new curriculum in 1978, personal computers started to spread, making it possible to teach informatics in classes and in extracurricular activities. Varga’s guided discovery approach has a didactic value for other age groups as well, not only in primary school. Its long-lasting effect can be observed even in present times. Having reviewed several educational results in the spirit of Tamás Varga, we have decided to present an extracurricular course. It is an open study group for age 12-18. Students solve problems by developing Python programs and, according to our experiences, this results in a deeper understanding of mathematical concepts.

  Subject Classification: 97B10, 97B20, 97D50, 97N80, 97P20, 97P30, 97P40, 97P50, 97U70

• Gamification in Higher Education

  87-106

  Kinga Kovácsné Pusztai

  Views:

  448

  The way of thinking and the way of life of the today's children and teenagers have changed radically. Some of the well-established pedagogical methods that were used for decades have become obsolete. Therefore, we need to look for a new method to approach Generations Z and Alpha. Gamification, which has been known since 2010 and means the use of game elements in other areas of life, offers an opportunity to do so.
  In addition to a brief description of gamification, my article shows some possibilities for using it at the university. Furthermore, I investigate the impact of gamification on the student in "Algorithms and Data Structures" university course.

  Subject Classification: 97P30