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The paper expounds the practices utilized in teaching a two course sequence for the undergraduate curriculum, 1) Introductory C Software Design course and 2) An Embedded Systems Design course. This two course sequence is exclusively based on Structured Programing Methodology (SPM). The pedagogical underpinning for these courses is in strict adherence to the Structured Programing model, and is based on the interdependence among problem solving, cognition, and program (software design) development . Presented is a learning model that these courses adhere to for the purpose of Problem Solving both in general and specific to Engineering and Technology. Cognitive skills are developed, honed, and enforced by practicing the SPM. The model aptly taps into the innate nature of C and C language syntax which requires every design application to begin and have a minimum of a single function. The SPM model relies on utilizing pseudo code design as the first step, as it is natural to human cognition and problem solving. This approach displays auto-morphism, as source and target are indistinguishable at several levels: 1) between pseudo code and language specific syntax code, 2) between software model and hardware model, 3) between physical model and virtual model in memory. The model specifically utilizes pointers structure exclusively for Inter Functional Data Communication. As practiced in this SPM model, the authors begin with exploiting memory both directly and indirectly (with pointer). The remainder of the process is learning Program Flow Control language constructs and their appropriate usage. The model presents language constructs as an extension to physical hardware’s attributes, thereby leading practitioners in the discipline of software hardware integration. The paper serves as the pointer to fellow academicians for adopting this approach in their classrooms.

Structured Programing Methodology and Its Role in Cognitive Development in Problem Solving Skills