A new approach to Programming Language education for beginners with top-down learning

Daisuke Saito, Tsuneo Yamaura

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

There are two basic approaches in learning new programming language: a bottom-up approach and a top-down approach. It has been said that if a learner has already acquired one language, the top-down approach is more efficient to learn another while, for a person who has absolutely no knowledge of any programming languages; the bottom-up approach is preferable. The major problem of the bottom-up approach is that it requires longer period to acquire the language. For quicker learning, this paper applies a top-down approach for a beginner who has not yet acquired any programming languages.

Original languageEnglish
Title of host publicationProceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013
Pages752-755
Number of pages4
DOIs
Publication statusPublished - 2013 Dec 1
Externally publishedYes
Event2013 2nd IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013 - Kuta, Indonesia
Duration: 2013 Aug 262013 Aug 29

Publication series

NameProceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013

Conference

Conference2013 2nd IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013
CountryIndonesia
CityKuta
Period13/8/2613/8/29

Keywords

  • Bottom-Up Approach
  • Programming-learning
  • Top-Down Approach

ASJC Scopus subject areas

  • Education

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  • Cite this

    Saito, D., & Yamaura, T. (2013). A new approach to Programming Language education for beginners with top-down learning. In Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013 (pp. 752-755). [6654538] (Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2013). https://doi.org/10.1109/TALE.2013.6654538