computational problem solving and programming are foundational skills for engineers. The first undergraduate level course that covers these topics is critical to laying these foundations. As instructors strive to inco...
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ISBN:
(纸本)9781467352611
computational problem solving and programming are foundational skills for engineers. The first undergraduate level course that covers these topics is critical to laying these foundations. As instructors strive to incorporate the spirit of inquiry in their courses, an important question that comes forth is whether the teaching methodology should be student-centered or teacher-centered. This paper adds helpful information in the ongoing debate on this question. The paper reports on the student performance results obtained by teaching two sections (cohorts) of an introductory Computation Lab course sequence. This course sequence aims to teach new engineering students MATLAB scripting and programming in the context of technical problem-solving using mathematical models. Cohort A was taught using a traditional teacher-centered approach, while Cohort B employed an open-ended student-centered approach. Our results indicate that the teacher-centered approach has the potential of creating polarized grade distributions with relatively more A grades in the class compared to the student centered approach. On the other hand, the student-centered approach provided a smoother grade distribution, indicating that a higher number of students demonstrate noticeable progress as compared to the teacher-centered approach.
problemsolving techniques is one of the earliest topics taught to novice students in computer programming course. In addition, novice students face difficulties in understanding problem statements and transforming th...
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problemsolving techniques is one of the earliest topics taught to novice students in computer programming course. In addition, novice students face difficulties in understanding problem statements and transforming them to problemsolving techniques. Meanwhile, problemsolving computing environments are not only powerful enough to solve complex problems but also are able to interact with human. Hence, the purpose of this paper is to investigate the designing of environments to assist novice programmers in computational problem solving using multi-agent technology and to develop a new visualization conceptual model.
In this work, we seek to better understand how game design principles impact the effectiveness of a video game learning environment for computational problem solving. Video games naturally encourage problemsolving an...
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ISBN:
(纸本)9781450329668
In this work, we seek to better understand how game design principles impact the effectiveness of a video game learning environment for computational problem solving. Video games naturally encourage problemsolving and incremental learning of their game play systems, but it remains unclear how well that transfers to learning the structures and processes of computing. We are building a gateway game that establishes familiar problemsolving game play, then expands player affordances to include the use of automation and abstraction. Programming in-game entities is presented to players as a constrained selection and refinement process, which they explore and master in order to achieve in-game goals. We are exploring whether computational problem solving can be cast as accessible, intrinsically engaging game play, by following principles of good game design: exploratory player-controlled pace and direction, encouraging trial and low-cost failure, immediate formative feedback, level-appropriate challenge, non-intrusive assessment and expanding affordances. The game we are building to evaluate these factors will be positioned as a bridge for middle- and early high-school students to engage with computational problem solving.
Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core ...
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Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.
We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to the field of CS and their predictive factors. The results show how different predictors work for different tasks. The p...
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ISBN:
(纸本)9781450387590
We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to the field of CS and their predictive factors. The results show how different predictors work for different tasks. The paper may offer insights into how CS education can be individualised and inspire new research into different directions.
This WIP focusses on one component of our updated first year engineering program (FYEP), a student-owned laptop requirement. Requiring students to bring laptops will enable all students to practice the skills learned ...
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ISBN:
(纸本)9781509059201
This WIP focusses on one component of our updated first year engineering program (FYEP), a student-owned laptop requirement. Requiring students to bring laptops will enable all students to practice the skills learned during their first-year engineering classes. Other engineering instructors will also be able to require students to bring and use laptops in their courses. Infusing the use of laptops into coursework throughout our engineering curriculums should positively affect computational problem solving and develop a mindset of "ubiquitous computing." In this paper, we outline a longitudinal study in which we plan to assess the impact of the updated first year engineering program and in particular the laptop requirement on computational competencies and attitudes.
The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower studen...
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The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower students to learn, create and invent with technology, and they engage computational thinking through simulations, visualizations and data analysis. We present nine computer experiments and suggest a few more, with applications to calculus, probability and data analysis, which engage computational thinking through simulations, visualizations and data analysis. We are using the free (open-source) statistical programming language R. Our goal is to give a taste of what R offers rather than to present a comprehensive tutorial on the R language. In our experience, these kinds of interactive computer activities can be easily integrated into a smart classroom. Furthermore, these activities do tend to keep students motivated and actively engaged in the process of learning, problemsolving and developing a better intuition for understanding complex mathematical concepts.
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