Abstract:

Even though many education institutions have realized the importance of coding, from computer science school curricula to global projects like the Hour of Code, it is still one of the most neglected skills relative to its importance in the modern world. Many universities, especially in STEM fields not directly focused on Computer Science take on the roles of introducing the students to the world of programing, which is the last opportunity to influence their career paths. Python, versatile and easy, Fortran, simple and fast, C++ powerful and reliable, R, Julia, Matlab and many others, offer countless options, not all of them are equally suitable for everyone and every purpose.

This paper discusses the main features of programming in different programming languages, i.e. simplicity for new or less advanced users, suitability of graphical presentation of the results, ability of connection to different platforms for data storage and processing, convenience for analysing large amounts of data (big data), as well as the minimal requirements for hardware computer resources (processor power, memory). Based on these features, a methodology was developed for comparing the appropriateness of application in different courses of the observed universities in different fields of STEM (natural and technical sciences). The same test examples (eg molecular dynamics simulation) were processed in different programming languages and then compared according to the above criteria.

Teaching experiences at the University North in Croatia and the University of Cambridge in United Kingdom were especially analysed, compared and evaluated. The results point to optimal solutions in choosing the most appropriate software for solving certain types of engineering and scientific problems, as well as their inclusion in curricula at different universities.

Keywords:

Coding, curricula, programing language, STEM teaching.