On Tue, Oct 18, 2016 at 6:23 AM, Jürgen Hestermann via Lazarus < lazarus@lists.lazarus-ide.org> wrote:
> Am 2016-10-18 um 12:53 schrieb Mehmet Erol Sanliturk via Lazarus: > > Order of teaching is not so critical : As you say , write a GUI program > for events : Say : "Now it is necessary to define what will be done for the > events ? ... Its way is the following : Write your program parts in that > way ..." > > IMO the order is extremly important! > If you start with the fundamental informations > (how does the processor work in general, > how are variables stored (stack/heap/etc.), > what does the processor do in loops, etc.) > then this information is remembered very well > because everybody can imagine what goes on in general. > You can *predict* what will (should) happen in your program. > > If you just start with clicking you do not know *why* it works > (if it works) nor do you know *why* it does not work (if it does not do > so). > They would always need someone at hand with exprience to tell them how > to continue. This can be very frustrating for studends. > > Therefore I would always present at least a rough overview about procedural > programming before starting with objects and events. In the end, the latter > is still processed in a procedural manner which every programmer should > know. > > > > My application was like the following ( as a very simple example ) : > > Pose a problem "Display your name ." > > After this is done : > > "Display your name 10 times ." > > The students were not able to write their programs . Then , solution was > > "You should use a loop ." > > "A loop is defined in the following ways : ... " > > Such an approach is used frequently in Mathematics text books : > > Subject text . > > Problems .. > > Last problems were "Unsolvable" with the above text . > > Solution : > > "Read the next chapter ..." > > Such approaches are "the Art of Teaching" ... > > IMO this "approach" has a severe drawback: > The students do not get an overall picture of what > *can* be done and *how* it can be done. > If they do not know about loops how should they > know that they exist? They would need to read *everything* > that is available and hope to find something helpful. > That is very frustrating and can lead to suboptimal solutions > because they get tired of reading yet another chapter and > instead use something else (like copying the code in the editor 10 times). > > -- > _______________________________________________ > I have said that "the Art of Teaching" ... Assume that a course is designed by a department , and you are the instructor . For example : Course X : Programming using Lazarus Course outline is the Lazarus components . What can you do ? "I am resigning because this course is not well designed ." or "I am changing the course outline as I want ." ( which you do not have authority to do that ) . or "Lazarus is this ... The following parts are necessary to learn to use when you click ... ( here you will teach what is required which yo described above ... ) " Please select an appropriate one . If you are the designer of the courses you are right what to do . Problem arises when you are not course designer but an instructor of it . Then you need to use "the Art of Teaching" with your "the Science of Teaching" . Mehmet Erol Sanliturk
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