this somehow works, but as i usually want them to use an own function (or method), each single NSD element then replaces just the function call.ĭont these two reasons make the use of NSDs as a development tool for students a bit pointless. CeeBot introduces many modern concepts found in todays most popular environments like C++, C or Java. ![]() The language brought to you is very similar to those used by professional programmers to develop their products. a single NSD element would then be the verbal description of a task that takes several program lines, like "swap content of variables x and y" or "total = sum of array x". CeeBot is a brand new concept whose aim is to lead you to programming and have fun at the same time. therefore i occasionally use NSDs as a tool for "top-down"-development. when each NSD element just replaces one line of source code, the structure of the NSD is the same as the structure of the program and thus equally difficult to develop.Ģ. 6) The retractable pen option allows to make more tricky drawings with turtle. It could very well be that i am using the wrong appoach and/or the wrong examples, but two explantions could be:ġ. 5) Communication can be established with CeeBot environment (Epsitec SA), and. ![]() My question is: does anyone have some (positive or negative) experience of using NSDs in the program development process ? up to now, i didnt get the impression it offers much to my students when i want them to develop an algorithm completely on their own. this works pretty well when a somewhat demanding idea for an algorithm should be partly formulated by the students. moreover, i am mainly using empty or partly empty NSDs to give the students hints of how the algorithmcould look like: as a small example, i draw a conditional loop, but they have to find the condition and/or the commands inside the loop themselves. Nassi-Shneiderman-diagrams (=NSD) are a great tool to visualize a program's logical structure and can thus be used for documentation of a program - a task i now and then assign to my students in order to have them think about some stuff one more time.Ģ.
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