Abstract:

The first contact with computational thinking and programming languages of students entering higher education in computer science courses is extremely important for the future professional of these students: if successful it may indicate a promising career, otherwise it often leads to early abandonment of these students.

The creation and maintenance of courses (1st cycle and 1st plus 2nd cycle integration) in information technology worrys directors, coordinators and teachers of these courses. The area is in constant development and, despite the need for highly specialized technicians and almost zero unemployment, it seems that it is not the goal of most of the students who finish high school.

We found in Portuguese higher education 193 courses in computer science. Of these we have 106 1st Cycles, 15 Integrated and 1 Preparation; 66 different intuitions. We study these courses: type of education (public and private), denomination of courses and types (1st cycle, integrated master's degree or preparation). 59 are public education courses: those in private education do not have much information on the internet. Of these 59 courses only 46 have information available online. This article belongs to an investigation that is done around the university courses of computer science: a picture of what exists, which are the vacancies, averages, success rates, how computer science and programming are linked in curricular terms, or in terms of curricular units and in terms of programming languages.

This article focuses on the initial curricular units of programming of ten Portuguese computer courses that were considered more significant: languages, objectives, bibliography and type of evaluation. It is very important to study what is being done and how it is done: for example: when we consider 46 courses, we find a much higher percentage of C than Java. In the 10 courses considered most important: java and C have both 40% in the choices.

Keywords:

Computer science beginners, higher education.