NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084460
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-3151
EISSN: N/A
Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle
Crabtree, John; Zhang, Xihui
Journal of Information Technology Education: Innovations in Practice, v14 p171-189 2015
Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique.
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A