COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
CMP1401 | Introduction to Programming (C) | Spring | 2 | 2 | 2 | 6 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi GÖRKEM KAR |
Course Lecturer(s): |
Dr. Öğr. Üyesi CEMAL OKAN ŞAKAR RA ÇİĞDEM ERİŞ Dr. Öğr. Üyesi TARKAN AYDIN Dr. Öğr. Üyesi ERKUT ARICAN Dr. UTKU GÜLEN Dr. Öğr. Üyesi ÖVGÜ ÖZTÜRK ERGÜN Prof. Dr. NAFİZ ARICA |
Course Objectives: | The course aims to teach the syntax and use of major constructs of the C language. Fundamental programming concepts will be discussed and students will gain hands-on experience to develop their programming and algorithmic thinking skills. |
The students who have succeeded in this course; I. An ability to design elementary computer algorithms. II. An ability to develop code following the principles of C programming language. III. An ability to use various types of selection contructs in a C program IV. An ability to use repetition constructs in a C program. V. An ability to use simple data structures like arrays in a C program. VI. An ability to define and correctly call functions in a C program |
Introduction, printf, scanf, variables, operators, constants, data types, assignment, type conversions, type casting, post/pre-increment/decrement, if, nested if, logical operators, switch, while, for, do-while loops, nested loops, break, continue, functions, scope, macro-substitution, pointers, variable parameters, arrays, passing arrays to functions, sorting and binary search, File I/O, strings, multi-dimensional arrays, structures. |
Week | Subject | Related Preparation | |
1) | Introduction, printf, scanf, variables, operators, constants | ||
2) | Data types, assignment, type conversions, type casting, post/pre-increment/decrement | ||
3) | If, nested if, logical operators, switch | ||
4) | While, for, do-while loops | ||
5) | Nested loops, break, continue | ||
6) | Functions, scope, macro-substitution | ||
7) | Pointers, variable parameters | ||
8) | Arrays, passing arrays to functions | ||
9) | Sorting and binary search | ||
10) | File I/O | ||
11) | Strings | ||
12) | Multi-dimensional arrays | ||
13) | Structures | ||
14) | Review | ||
15) | Final | ||
16) | Final |
Course Notes: | C How to Program, 6/E, Paul Deitel Harvey M. Deitel, Prentice Hall, 2009 |
References: | The C Programming Language, Brian W. Kernighan, Dennis M. Ritchie, Prentice Hall |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | % 0 | |
Laboratory | 12 | % 25 |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 1 | % 35 |
Preliminary Jury | % 0 | |
Final | 1 | % 40 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Workload | |
Course Hours | 14 | 28 | |
Laboratory | 14 | 28 | |
Application | |||
Special Course Internship (Work Placement) | |||
Field Work | |||
Study Hours Out of Class | 15 | 79 | |
Presentations / Seminar | |||
Project | |||
Homework Assignments | |||
Quizzes | |||
Preliminary Jury | |||
Midterms | 1 | 2 | |
Paper Submission | |||
Jury | |||
Final | 1 | 2 | |
Total Workload | 139 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | |
2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | |
7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | |
9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | |
12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |