COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
SEN2001 Programming Languages Fall
Spring
 3 0 3 7
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Instructor DUYGU ÇAKIR YENİDOĞAN
Course Lecturer(s): Instructor DUYGU ÇAKIR YENİDOĞAN
Dr. Öğr. Üyesi ÖVGÜ ÖZTÜRK ERGÜN
Dr. Öğr. Üyesi BETÜL ERDOĞDU ŞAKAR
Dr. Öğr. Üyesi SERKAN AYVAZ
Course Objectives: The students will have basic understanding of some of the fundamental concepts that underlie programming language syntax and semantics through a comparative study of several languages and their features. The students will be aware of several new programming language features and paradigms to gain the ability to study general conceptual linguistic issues of designing new languages and compilers.

Learning Outputs

The students who have succeeded in this course;
1. Define basic concepts and categories of programming languages
2. Identify formal methods of describing syntax, attribute grammars and dynamic semantics
3. Describe the concept of binding, type checking, type equivalence, scoping and referencing environments
4. Define features of primitive variables, character string, ordinal, array, associative array, record, union, pointer and reference data types
5. Define arithmetic, relational and boolean expressions, type conversions, assignment statements, selection and iterative statements and unconditional branching
6. Describe fundamentals of subprograms, design issues for subprograms, local referencing environments, parameter-passing methods, overloaded subprograms and design issues for functions
7. Define the concept of abstraction, describing data abstraction and desing issues for abstract data types
8. Defining design issues for object-oriented languages and describing support for object-oriented programming in various programming languages such as Smalltalk, C++, Java, C#, Ruby
9. Analyse mathematical functions, fundamentals of functional programming languages such as Lisp, Scheme, ML, Haskell and Describing predicate calculus and theorem proving, features of logic programming and the basic elements of Prolog
10. Define exception and event handling in various programming languages such as Ada, C++, Java.

Course Content

The course content is composed of describing syntax and semantics, names, bindings, type checking and scopes,
data types, expressions and assignment statements, control structures, subprograms, abstract data types,
object-oriented programming, functional programming, logic programming, exception handling and event handling

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction Read the Syllabus and lecture notes of Chapter#1 & 2
2) Describing Syntax and Semantics I Read the lecture notes of Chapter#3
3) Describing Syntax and Semantics II Read the lecture notes of Chapter#4
4) Names, Bindings, Type Checking and Scopes Read the lecture notes of Chapter#5
5) Data Types Read the lecture notes of Chapter#6
6) Expressions and Assignment Statements Read the lecture notes of Chapter#7
7) Control Structures Read the lecture notes of Chapter#8
8) Subprograms I Read the lecture notes of Chapter#9
9) Subprograms II Read the lecture notes of Chapter#10
10) Abstract Data Types Read the lecture notes of Chapter#11
11) Object-oriented Programming Read the lecture notes of Chapter#12
12) Exception Handling and Event Handling Read lecture notes of Chapter#13 & 14
13) Functional Programming Read the lecture notes of Chapter#15
14) Logic Programming Read the lecture notes of Chapter#16

Sources

Course Notes: Robert W. Sebesta, Concepts of Programming Languages, 8e, Pearson Education, Addison Wesley, 2008, ISBN 978-0-321-50968-0
References: Yok

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 0 % 0
Laboratory 0 % 0
Application 0 % 0
Field Work 0 % 0
Special Course Internship (Work Placement) 0 % 0
Quizzes 4 % 20
Homework Assignments 0 % 0
Presentation 0 % 0
Project 1 % 25
Seminar 0 % 0
Midterms 1 % 15
Preliminary Jury 0 % 0
Final 1 % 40
Paper Submission 0 % 0
Jury 0 % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 35
PERCENTAGE OF FINAL WORK % 65
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 8 4 32
Presentations / Seminar 0 0 0
Project 1 28 28
Homework Assignments 0 0 0
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 28 28
Paper Submission 0 0 0
Jury 0 0 0
Final 1 35 35
Total Workload 165

Contribution of Learning Outcomes to Programme Outcomes

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.