Quantum computing is a rapidly growing field that requires a multidisciplinary workforce. In order to successfully educate this up-and-coming workforce, it is crucial that Quantum computing Education is filled with a ...
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ISBN:
(纸本)9798331541378
Quantum computing is a rapidly growing field that requires a multidisciplinary workforce. In order to successfully educate this up-and-coming workforce, it is crucial that Quantum computing Education is filled with a variety of tools that support different backgrounds and learning styles. Incorporating visual exploration into learning allows for the use of multiple learning channels and can promote collaborative learning. We present QGrover, an interactive visualization tool that supports the learning of Grover's algorithm, an important quantum search algorithm. QGrover is a browser-based tool that allows users to examine the different components of Grover's algorithm while exploring experimentally how different parameters affect it. We also present sample questions for using QGrover in a classroom setting. Sample answers for the questions are included with the questions.
This book constitutes the refereed proceedings of the 16th internationalconference on Knowledge-Based and Intelligent Information and engineering Systems, KES 2012, held in San Sebastian, Spain, in September 2012. Th...
ISBN:
(数字)9783642373435
ISBN:
(纸本)9783642373428;9783642373435
This book constitutes the refereed proceedings of the 16th internationalconference on Knowledge-Based and Intelligent Information and engineering Systems, KES 2012, held in San Sebastian, Spain, in September 2012. The 20 revised full papers presented were carefully reviewed and selected from 130 submissions. The papers are organized in topical sections on bioinspired and machine learning methods, machine learning applications, semantics and ontology based techniques, and lattice computing and games.
Modern society is becoming more complex;information is becoming available and is changing rapidly, impelling users to constantly rethink, switch directions, and change their problem-solving strategies. Henceforth, it ...
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ISBN:
(纸本)9781479935918
Modern society is becoming more complex;information is becoming available and is changing rapidly, impelling users to constantly rethink, switch directions, and change their problem-solving strategies. Henceforth, it is important to harness a student's reflective thinking in order to help him apply new knowledge in complex situations. The purpose of this study was to examine students' reflective thinking skill levels in online discussion forums via the Elearning. By adopting content analysis, a thematic analysis based on "unit of meaning" was conducted. This scheme consists of four levels of reflective thinking: stimulated reflection, descriptive reflection, dialogic reflection and critical reflection. This study was carried out in five weeks, involving among others, 34 undergraduate students enrolled in the Web Based Multimedia Development course. The inter-rater reliability was calculated and found satisfactory, with 94 percent of agreement. This study shows an increment of high levels of reflective thinking: dialogic reflection (increased by 13.98 percent) and critical reflection (increased by 19.81 percent). On the other hand, low levels reflective thinking decreased: stimulated reflection (decreased by 6.44 percent) and descriptive reflection (decreased by 27.35 percent).
The process of teaching and learning geometry should be implemented more effectively because of its importance in students' daily lives. Therefore, a study that aimed to develop activities based on Van Hiele's...
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ISBN:
(纸本)9781479935918
The process of teaching and learning geometry should be implemented more effectively because of its importance in students' daily lives. Therefore, a study that aimed to develop activities based on Van Hiele's phases of learning geometry using Geometer's Sketchpad (GSP) software was conducted. The developed activities were then incorporated into a learning kit named Geo-V. An ADDIE model was taken as reference in developing the activities and the learning kit. To study effectiveness, the developed activities were then tested for students' geometric achievement and attitude towards geometry. Quasi-experimental design was used in this study. The six-week study was conducted in a secondary school in Negeri Sembilan involving 94 students and two teachers. The students were divided into two groups, with 47 in a control group and the other 47 in a treatment group. Achievement Test (AT) and Attitude towards Geometry Survey (ATGS) were given to both groups before and after the treatment. MANOVA test was conducted to test the developed hypotheses. The results showed that there was significant difference in term of students' geometric achievement in the treatment and control groups. Also, there was no significant difference in term of students' attitude towards geometry between groups. Therefore, implementation of the activities that are based on Van Hiele's phases of learning geometry can be taken as a reference in varying the methods in teaching and learning geometry in a classroom setting.
Data Structures is a fundamental course in any collegiate Computer Science program. The course is typically conducted with in-class lectures with homework and programming projects in a teacher-centered approach. In th...
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ISBN:
(纸本)9781479999675
Data Structures is a fundamental course in any collegiate Computer Science program. The course is typically conducted with in-class lectures with homework and programming projects in a teacher-centered approach. In this study, we experimented with the flipped classroom model of learning. Students were asked to watch pre-taped lecture videos before class. In addition, worksheets containing questions that were specifically designed to reinforce key concepts and algorithms covered in the lectures were prepared for in-class discussion and practice. Student survey was taken at the 12th week of the course right after the second of three exams. The survey showed that students could quickly adjust to the new model of learning that required more self-discipline from the students. Students also did put in the effort to watch the lecture videos before coming to class. However, students indicated that flipped classroom also required more time and effort on their part;therefore, more than half of the students do not prefer to see other courses also changed to the flipped classroom model. Students' performance in the course (at the end of the semester) will be added to the presentation.
This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task only, and paper-/compu...
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ISBN:
(纸本)9781509025046
This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task only, and paper-/computer-based examination where the students are given a number of smaller questions to answer. The study focuses on identifying how well the two different examination forms reveal the students' practical skills and theoretical knowledge in relation to the intended learning outcomes specified in the course syllabus. Course syllabuses from 8 Swedish universities are examined and from these, 4 specified learning outcomes, each shared by at least 5 of the selected universities, are identified. These learning outcomes are then used to analyze the exams from two of the universities, one practicing the large programming task examination form, and the other is using the questions and answer examination form. For both examination forms, two course phases are analyzed with respect to the specified learning outcomes: 1) exam (e.g. what do the questions capture and how are they formulated), and 2) execution (e.g. what do the students answer and how well are the intended purposes of the questions fulfilled). The results illustrate the strengths and weaknesses with the two examination forms. The results can be used as decision support when selecting examination form and, furthermore, to improve both forms to attain more comprehensive examinations, with respect to the specified learning outcomes.
The use of hackathons to teach students problem-solving and innovation has been gaining popularity in universities in recent years. At the same time, more universities are also incorporating sustainability into their ...
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ISBN:
(纸本)9781665453318
The use of hackathons to teach students problem-solving and innovation has been gaining popularity in universities in recent years. At the same time, more universities are also incorporating sustainability into their teaching and learning to teach more students about the sustainability mindset. This paper intends to investigate the effectiveness of hackathons in cultivating a sustainability mindset among engineering and computing students. A five-day hackathon has been implemented for students from two countries and nationalities. Surveys were given to the participants before and after the hackathon to review students' feedback on whether the hackathon could achieve its goals. The analysis results are positive and indicate the potential of the hackathon to be effective in cultivating the sustainability mindset to the participants.
Software engineering is a comprehensive and highly practical course, traditional teaching is very inadequate. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping s...
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ISBN:
(纸本)9781424453320
Software engineering is a comprehensive and highly practical course, traditional teaching is very inadequate. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students see how individual ideas form a larger whole. According to its characters concept maps should be used to improve software engineeringteaching. In recent years both research and application of concept man have made great progress. Concept maps become increasingly mature method. In this paper we introduce the challenge which software engineeringteaching is facing with. Then we proposed that concept maps can be employed to the software engineeringteaching. The role and the application approach of concept map are explored. The practices show that concept maps are excellent teaching, learning and evaluating tools in software engineering. The results are remarkable.
Differential equations are indispensible for engineers as they help to produce models which to study various phenomena. Research has shown that students experience difficulty in interpreting graphical solutions of dif...
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ISBN:
(纸本)9781479935918
Differential equations are indispensible for engineers as they help to produce models which to study various phenomena. Research has shown that students experience difficulty in interpreting graphical solutions of differential equations and symbolic solutions. Therefore, mathematical thinking powers should be developed in differential equations in classrooms as the current situation in differential equations is concerned with procedural knowledge such as finding symbolic solutions with an emphasis on conceptual knowledge rather than procedural knowledge. However, very few studies have investigated how engineers use differential equations in real situations. This study reports the computation of real life problems, applying differential equations. Data was collected through in-depth interview with seven engineering students from chemical engineering faculty at a public university in Malaysia. Findings showed that to solve real life problems, students needed both procedural and conceptual knowledge of differential equations. Moreover, they used software packages, specifically a computer algebra system, to compute the problems and to interpret the solutions using their mathematical thinking powers such as specializing, generalizing, conjecturing, and convincing. The findings may lead to an examination of the current situation in differential equation classrooms to ensure a balance between procedural, conceptual, and technological knowledge with mathematical thinking approach.
Flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Teachers provide online materials to students for preparation of the lecture and students dedicate ...
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ISBN:
(纸本)9781479999675
Flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Teachers provide online materials to students for preparation of the lecture and students dedicate to practice in the course. We have put into practice the flipped classroom in our computer programming courses teaching C and Java languages since 2013 as a way of utilizing our e-learning system and contents. As a problem in computer programming education, although teachers explain grammar, students cannot create software well by themselves and. Some students give up the learning. Our goal is to promote each student's learning motivation and understanding for computer programming by the training that the flipped classroom and collaborative learning are applied to. Main feature of this approach is to spend most of the time of a programming class with collaboration among students in order to make practical software. We assign the students homework using Flash animations and video data explaining the lecture as learning-materials to learn vocabularies and grammar of the programming languages every week. Web-based tests consisting of easy questions to confirm the results of doing homework every week are done at the beginning of the actual classes, and it is useful to clarify difficult parts of understanding that the students don't notice. Additionally, we confirmed the effectiveness of this approach by comparing examination scores between 2012 and 2014. Compared with the score of 2012, the average scores of the Web-based test and the written test on mid-exam became high, and the minimum scores of both of the tests also became high. The standard deviation of both of the tests became low. Moreover, the each student was able to make the code of a console game through this collaborative learning.
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