Correspondence analysis between programming teaching approaches

The increasing complexity of computer systems forces us to rethink the way in which the initial teaching of programming is addressed. Empirical evidence shows that a large number of computer students are taught programming with a product-oriented approach rather than a process-oriented approach, since initial training in software development focuses more on language syntax aspects of programming than in the conceptualization and modeling of solutions. One way to deal with this problem is to include, from the early stages of programming education, aspects related to the modeling of solutions. In short, it is about the student acquiring strategies to problem-solve as a central element of their academic formation. This research paper presents an analysis of correspondence between the ACM curricula, in terms of initial education in programming, and two teaching approaches: 1) Focused on the process - R&G Methodology - and 2) Focused on the product - traditional way of teaching based on the instruction of a programming language. This analysis highlights the need for more systemic approaches that cover all the competencies and skills that a programming student must achieve. In this sense, simple procedures, such as the use of the R&G methodology, can be significantly more efficient and effective than traditional approaches based exclusively on coding when it comes to getting the student to understand a problem and generate appropriate solutions.