Abstract
This article focuses on teaching a textual programming language as the first programming language (allowing for previously studied visual programming languages). The teaching process is placed into a real educational environment in connection with the national curriculum, social expectations and students reactions. In order to write a program, several abilities and pieces of knowledge are required. There are tools and syllabuses for teaching these skills but the result mainly depends on the personality of the students and teachers. We use the term “Learning Activity Unit” to describe the teaching–learning process of programming and detecting gaps in every day practice. This very simple model is practical for teachers to detect problems. In the global view of teaching programming, the implementation of the curriculum could be analysed.
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Notes
- 1.
Nemzeti alaptanterv (National Curriculum), http://www.kozlonyok.hu/nkonline/MKPDF/hiteles/MK12066.pdf, Magyar Közlöny vol 66 (2012) (in Hungarian).
- 2.
KT 9-12G (Core Curriculum of informatics for grade 9–12) http://kerettanterv.ofi.hu/03_melleklet_9-12/3.2.16_informat_9-12.doc (2012) (in Hungarian).
- 3.
Informatika 10. tanmenet (Syllabus for grade 10) http://ofi.hu/sites/default/files/attachments/nt_17173_informatika_10.docx (2016) (in Hungarian).
- 4.
Z. Czirkos, G. Nagy: INFOC Portal for course https://infoc.eet.bme.hu/.
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Szalayné Tahy, Z., Czirkos, Z. (2016). “Why Can’t I Learn Programming?” The Learning and Teaching Environment of Programming. In: Brodnik, A., Tort, F. (eds) Informatics in Schools: Improvement of Informatics Knowledge and Perception. ISSEP 2016. Lecture Notes in Computer Science(), vol 9973. Springer, Cham. https://doi.org/10.1007/978-3-319-46747-4_17
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DOI: https://doi.org/10.1007/978-3-319-46747-4_17
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