Teaching Parallel Programming for Beginners in Computer Science
This research full paper describes our experience in teaching parallel programming for students without previous knowledge of basic concepts of computing, comparing their levels of learning. The use of parallel software grew considerably in recent years due to the increasing availability of multi an...
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| Vydané v: | Proceedings - Frontiers in Education Conference s. 1 - 9 |
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| Hlavní autori: | , , , |
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| Jazyk: | English |
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IEEE
21.10.2020
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| ISSN: | 2377-634X |
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| Abstract | This research full paper describes our experience in teaching parallel programming for students without previous knowledge of basic concepts of computing, comparing their levels of learning. The use of parallel software grew considerably in recent years due to the increasing availability of multi and many-core devices. The evolution of hardware and software resources collaborated for a remarkable computational processing power offered by parallel programs. However, parallel programming is taught usually in more advanced years of the undergraduate computer courses, due to its supposed prerequisites as sequential programming, operating systems, computer architectures and others. Postponing parallel programming teaching hinder students to apply parallelism other subjects, reducing the probability of these future professionals think on parallel solutions naturally. We executed 05 experiments teaching parallel programming subjects for 252 students. We analyzed whether students without prerequisites could learn parallel programming in the same level verified with students with prior computing knowledge. We used three different teaching methodologies: traditional, Problem Based Learning (PBL), and Team-Based Learning (TBL). The teaching and learning evaluation took into account such metrics: parallelism thinking of students, use of programming-model, correct output of the program, source-code readability and satisfaction of the students. The paper shows that it is possible to teach parallel programming to students without previous knowledge of computing, obtaining high scores and interest in such learning. Our results contribute positively to disseminate parallel programming, which is vital to extract performance from nowadays computers. |
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| AbstractList | This research full paper describes our experience in teaching parallel programming for students without previous knowledge of basic concepts of computing, comparing their levels of learning. The use of parallel software grew considerably in recent years due to the increasing availability of multi and many-core devices. The evolution of hardware and software resources collaborated for a remarkable computational processing power offered by parallel programs. However, parallel programming is taught usually in more advanced years of the undergraduate computer courses, due to its supposed prerequisites as sequential programming, operating systems, computer architectures and others. Postponing parallel programming teaching hinder students to apply parallelism other subjects, reducing the probability of these future professionals think on parallel solutions naturally. We executed 05 experiments teaching parallel programming subjects for 252 students. We analyzed whether students without prerequisites could learn parallel programming in the same level verified with students with prior computing knowledge. We used three different teaching methodologies: traditional, Problem Based Learning (PBL), and Team-Based Learning (TBL). The teaching and learning evaluation took into account such metrics: parallelism thinking of students, use of programming-model, correct output of the program, source-code readability and satisfaction of the students. The paper shows that it is possible to teach parallel programming to students without previous knowledge of computing, obtaining high scores and interest in such learning. Our results contribute positively to disseminate parallel programming, which is vital to extract performance from nowadays computers. |
| Author | Conte, Davi Jose Bruschi, Sarita Mazzini de Souza, Paulo Sergio Lopes Martins, Guilherme |
| Author_xml | – sequence: 1 givenname: Davi Jose surname: Conte fullname: Conte, Davi Jose email: daviconte@usp.br organization: University of São Paulo,Institute of Mathematics and Computer Sciences,São Carlos,Brazil – sequence: 2 givenname: Paulo Sergio Lopes surname: de Souza fullname: de Souza, Paulo Sergio Lopes email: pssouza@icmc.usp.br organization: University of São Paulo,Institute of Mathematics and Computer Sciences,São Carlos,Brazil – sequence: 3 givenname: Guilherme surname: Martins fullname: Martins, Guilherme email: guilhermemartins@usp.br organization: University of São Paulo,Institute of Mathematics and Computer Sciences,São Carlos,Brazil – sequence: 4 givenname: Sarita Mazzini surname: Bruschi fullname: Bruschi, Sarita Mazzini email: sarita@icmc.usp.br organization: University of São Paulo,Institute of Mathematics and Computer Sciences,São Carlos,Brazil |
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| SubjectTerms | Computer architecture Computer Science Teaching Education Learning Measurement Parallel processing Parallel programming Programming profession Software Teaching |
| Title | Teaching Parallel Programming for Beginners in Computer Science |
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