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ERIC Number: EJ860950
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1076-2175
Developing Student Programming and Problem-Solving Skills with Visual Basic
Siegle, Del
Gifted Child Today, v32 n4 p24-29 Fall 2009
Although most computer users will never need to write a computer program, many students enjoy the challenge of creating one. Computer programming enhances students' problem solving by forcing students to break a problem into its component pieces and reassemble it in a generic format that can be understood by a nonsentient entity. It promotes planning and organization skills, and it requires precision and self-discipline. Computer programming is one of the three proposed types of technological giftedness. In addition to programmers, interfacers (those who excel at using software) and fixers (those who enjoy working with technology equipment) often are classified as technologically gifted. For several years, students have been able to program in Visual Basic through the macro feature that is built into the Microsoft Office Suite. This has been an awkward, albeit free, way to teach Visual Basic programming to students without having the expense of purchasing the programming software. Visual Basic allows students to create actual programs that can be installed and run using the Windows operating system. It also has options for Web development. In this article, the author provides a step-by-step description of how to create a simple program using Visual Basic. Although the Visual Basic options that are featured in this project represent only the tip of the programming "iceberg," the activity shows how easily a simple program can be created and compiled. (Contains 12 figures.)
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A