THE MAIN DIFFERENCE OF MODERN PROGRAMMING LANGUAGES IN COMPUTER SCIENCE [PDF]
, 2023 In this article, I will highlight the difference between compiled and interpreted languages.
T.Tolibov N.Amonova
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The role of a comparative programming languages course in the computer science curriculum [PDF]
ACM SIGCSE Bulletin, 1978 It is proposed that the programming languages aspect of the undergraduate curriculum for computer science be designed around a course in Comparative Programming Languages. The advantages and implications of such a scheme are outlined.
Frank G. Pagan
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Machine language programming in an undergraduate computer science curriculum [PDF]
ACM SIGCSE Bulletin, 1977 This paper examines the advantages and disadvantages of teaching machine language programming to computer science undergraduate students. A teaching language based on reverse Polish notation, but with high-level control constructs, is presented as an alternative to conventional assembly language. Experiences with using this language are described.
Ian Sommerville
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The Use of Computer‐based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages [PDF]
International Journal of Science Education, 2007 This is an interpretive case study seeking to develop detailed and comparative descriptions of how two groups of fifth grade students used two different Computer-Based Programming Environments (CPEs) (namely Microworlds Logo and Stagecast Creator) during scientific modelling.
Loucas Τ. Louca, Zacharias C. Zacharia
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A course in programming languages for computer science majors [PDF]
ACM SIGCSE Bulletin, 1986 This paper presents my first experience in teaching third year computer science majors a course entitled, "Principles of Programming Languages" at the Chinese University of Hong Kong. The course has been aimed at teaching the students to analyze and to evaluate a high-level programming language; it also enables the students to gain knowledge in a wide ...
M. C. Lee
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Automata, formal languages abstract switching, and computability in a Ph.D. computer science program [PDF]
Communications of the ACM, 1968 A number of courses are listed in the area described as automata, formal languages, abstract switching, and computability, that might be available to a Ph.D. student in computer science. A brief catalog description of each course is supplied and the role of each of the courses in the graduate program is discussed.
Robert McNaughton
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THE ROLE OF TEACHING THE PYTHON PROGRAMMING LANGUAGE IN COMPUTER SCIENCE FOR SCHOOLCHILDREN. [PDF]
, 2022 Informatics is currently the most changing in the field of educational content discipline, both among school disciplines and among subjects studied in universities and educational institutions of secondary vocational education.It should be noted that in at the moment, Pascal or Basic are being studied as programming languages, in connection with which ...
Amirov Jaras, Shukirillaev Naurizbay
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Visual programming language environment for different IoT and robotics platforms in computer science education [PDF]
CAAI Transactions on Intelligence Technology, 2018 This study presents the authors’ recent research and application of a new visual programming language and its development environment: VIPLE (Visual IoT/Robotics Programming Language Environment) at Arizona State University (ASU). ASU VIPLE supports a variety of IoT devices and robots based on an open architecture.
Gennaro De Luca +3 more
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Performance of Large Language Models in a Computer Science Degree Program
, 2023 Large language models such as ChatGPT-3.5 and GPT-4.0 are ubiquitous and dominate the current discourse. Their transformative capabilities have led to a paradigm shift in how we interact with and utilize (text-based) information. Each day, new possibilities to leverage the capabilities of these models emerge.
Timothy Krüger, Michael Gref
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The First Programming Language and Freshman Year in Computer Science: Characterization and Tips for Better Decision Making [PDF]
, 2020 The ability to program is the “visible” competency to acquire in an introductory unit in computer science. However, before a student is able to write a program, he needs to understand the problem: before formalizing, the student must have to (be able) to think, (be able) to solve and (be able) to define.
Sónia Rolland Sobral
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