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1.
Steven A. Demurjian Thomas J. Peters George McA. Beshers Heidi J. C. Ellis Greg Nichols 《Computer Science Education》2013,23(1):35-52
Our catchy title is intended to be controversial, provoking thought upon the impact (or lack of any) that a programming language has on the curriculum for a software engineering course. Our view on the subject is from both directions, as indicated by the title. As educators, we argue that the language issues are secondary to the fundamental concern of understanding software engineering concepts, specifically object‐oriented concepts. However, we appreciate that expertise in a widely accepted object‐oriented language may be essential towards the more practical aspect of building a critical mass of software engineers versed in object‐oriented techniques. This reflects upon the maturing nature of computer science and engineering as a science, which is evolving its fundamental principles, while at the same time recognizing its impact as an engineering discipline sensitive to practical applications. The evolution of our primary software engineering course, CS250 Introduction to Software Engineering, has been influenced by our own reflections on the state of software engineering in the 1990s, industrial requirements for expertise by our graduates, and the needs of accreditation. We present the internal and external factors that have guided our course design. This process reflects our own experiences in academia and industry. We present this process as a representative model of a sound approach, but make no claims that it is the optimal approach. 相似文献
2.
Teaching HCI Design With the Studio Approach 总被引：1，自引：1，他引：0
The studio-based method of teaching has been used for almost 100 years to teach product and architecture design. With ever increasing pressure on HCI to teach competence in designing interactive objects, new ways of teaching need to be explored. This article begins with a review of the studio-based teaching concept and how it has been used in architecture, science/engineering, and computer science education. We then present and discuss the evaluation of an HCI design studio course which we created and taught in spring 2002 in the Computer and Information Science Department of the University of Oregon. This course was based on our observations and study of studio courses in the School of Architecture. Finally, we review general issues about studio teaching including the promises and challenges that it presents to widespread acceptance in the computer science curriculum. 相似文献
3.
Relating Theory to Actual Results in Computer Science and Human-Computer Interaction 总被引：1，自引：1，他引：0
Craig S. Miller 《Computer Science Education》2013,23(3):227-240
Computer science educators are increasingly adding components that compare theoretical predictions to empirical results. If we are interested in better integrating Human-Computer Interaction (HCI) concepts into a computer science curriculum, we might look at HCI lessons that draw upon the same set of practices. With this aim in mind, I present a lesson that uses Card, Moran and Newell’s Keystroke Level Model and discuss the benefit of asking students to compare its theoretical predictions with empirical results from informal usability tests. 相似文献
4.
吴钢 《安徽教育学院学报》2008,26(3)
根据信息与计算科学专业课程教学实践中的体会,针对教学过程中的一些问题阐明了观点和解决方法,并提出一些有效的教学理念与教学策略.教学实践证明我们的方法是行之有效的. 相似文献
5.
Problem-Based Learning for Foundation Computer Science Courses 总被引：1，自引：1，他引：0
Judy Kay Michael Barg Alan Fekete Tony Greening Owen Hollands Jeffrey H. Kingston 《Computer Science Education》2013,23(2):109-128
The foundation courses in computer science pose particular challenges for teacher and learner alike. This paper describes some of these challenges and how we have designed problem-based learning (PBL) courses to address them. We discuss the particular problems we were keen to overcome: the purely technical focus of many courses; the problems of individual learning and the need to establish foundations in a range of areas which are important for computer science graduates. We then outline our course design, showing how we have created problem-based learning courses. The paper reports our evaluation of the approach. This has two parts: assessment of a trial, with a three-year longitudinal follow-up of the students; reports of student learning improve-ment after we had become experienced in full implementation of PBL. We conclude with a summary of our experience over three years of PBL teaching and discuss some of the pragmatic issues around introducing the radical change in teaching, maintaining staff support, and continuing refinement of our PBL teaching. We also discuss some of our approaches to the commonly acknowledged challenges of PBL teaching. 相似文献
6.
计算机数学,又称离散数学,是计算机学科的重要专业基础课程。在实际教学中发现,计算机科学专业的学生对该课程感兴趣的不多,多数畏惧其概念多、理论强且抽象。利用一种函数式程序设计语言(Haskell)辅助学生进行计算机数学中相关概念理解及其实际编程实验,主要针对课程教学中代数系统(如群)知识点,通过群定义及其性质验证实验来介绍函数编程技术,可以帮助计算机专业学生更好地学习理解计算机数学课程,并能充分调动其学习积极性和主动性,还可培养学生接受新知识的能力。 相似文献
7.
Hossein Saiedian 《Computer Science Education》2013,23(1):109-132
Industrial software development today requires a fundamental education in computer science as well as the ability to work productively and collaboratively in a team environment. Employers will therefore favor graduates who have mastered computer science and software engineering concepts and can apply them while developing a software system. To produce computer science graduates possessing the skills necessary to succeed in the workplace, team‐oriented software engineering courses with real projects (and with real clients) are increasingly emphasized. It is, however, difficult to successfully present a software engineering course that covers software engineering concepts and offers opportunities to apply them during a project in a team environment. The difficulties lie in project selection, team formation, team and project organization, process management, and, finally, grading. The objective of this article is to discuss these difficulties and provide suggestions for alleviating or avoiding them. 相似文献
8.
Fadi P. Deek 《Computer Science Education》2013,23(1):43-70
First-year computer science students are receiving early introduction to the software process through a problem solving and program development approach. We present a methodology that addresses the needs and difficulties of students learning programming, incorporating the tasks required for solving problems and writing programs. This approach allows for incremental exposure to the complex field of software engineering, consistent with the level of the introductory computing course, while providing the learner with fundamental skills applicable to other domains. The correlation between the software process and the problem solving/program development approach is also demonstrated. 相似文献
9.
10.
《CC2001教程》研究与思考 总被引：3，自引：0，他引：3
本文介绍了最新版CC2001教程产生的过程，它所包含的计算学科的内涵、CC2001教程体系和教程模式以及由此带来的对我国计算机专业教育改革的思考。 相似文献
11.
An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date. 相似文献
12.
Most software development approaches and curricular guidelines seem to ignore the fact that in many software systems the user interface is a decisive factor for product quality. As a result, it is often designed rather independently of the system’s functionality. Chances are then that it does not get the attention it deserves. In the approach to software development we sketch, the design of the user interface and the design of the functionality go hand in hand. We give a number of examples of user interface problems, and illustrate how these can be caught early if a more integrated approach is taken. We conclude with an outline of a minimal course on humancomputer interaction that we feel should be part of everyone’s software engineering or computer science curriculum. 相似文献
13.
Michael F. Bosco 《Computer Science Education》2013,23(2):117-130
Teaching software engineering (SE) is a difficult but critical task, whether students are undergraduates, graduates, or professionals. Most designs of undergraduate courses are based on a large project. During this project, students apply methods that have been introduced during lectures. Project schedules usually follow life cycles corresponding to the steps that lead to the creation of new pieces of software. My intention is to analyze the difficulties that occur in SE undergraduate courses and to propose a method to improve course quality and to meet with industrial needs that are more reusability‐ and maintenance‐oriented. This article outlines a typical course and some of its weaknesses. Then, it proposes changes and discusses a different way of teaching SE based on the following ideas:
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Apply a reverse engineering life cycle that starts by making students deal with code, and, step by step, parts of design, specification, and requirement documents. This phase aims to motivate students, to make them critical of existing software, and to teach them norms, methods, and standards.
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Make students follow the usual feedback‐directed life cycle to complete the software they have analyzed during the first phase.
14.
Nathan E. Sanders Chris Faesi Alyssa A. Goodman 《Journal of Science Education and Technology》2014,23(3):431-440
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX. 相似文献
15.
A network-centric university teaching and research environment based around mobile robots is described. It supports teaching a wide spectrum of computer science and engineering subjects (e.g., digital electronics, computer architecture, operating systems, communications, distributed processing, software engineering, machine vision, artificial intelligence, embedded computer design, real-time computing, HCI, computer graphics, virtual reality, etc.) within a single unified experimental environment. This enables students to combine their coursework so as to build more complex, interesting and industrially relevant systems, thereby significantly increasing their motivation and knowledge. The laboratory infrastructure makes extensive use of networks to produce a versatile and cost effective teaching and research environment. This paper will focus on the teaching aspects of the laboratory, describing the technical infrastructure and showing how it is used to support the Essex Un! iver sity information technology curriculum and report on the effectiveness of the approach. Finally, to demonstrate the more general academic synergy provided by this laboratory a short overview of some of the research applications is presented. 相似文献
16.
刘舜民 《常熟理工学院学报》2009,23(6):110-112
《大学物理》是理工科各专业的一门重要必修基础课,近年来,我们以现代教育理念为指导,以培养高品位的“应用型人才”为目标,经多次修订教学大纲,完善课程体系、改进教学内容,进行了教学过程、教学方法与手段的改革与实践研究,并把多媒体技术融入大学物理课程教学,有效提高了大学物理教学的教学质量。 相似文献
17.
Calvin S. Kalman 《Science & Education》2011,20(2):159-172
Students can have great difficulty reading scientific texts and trying to cope with the professor in the classroom. Part of
the reason for students’ difficulties is that for a student taking a science gateway course the language, ontology and epistemology
of science are akin to a foreign culture. There is thus an analogy between such a student and an anthropologist spending time
among a native group in some remote part of the globe. This brings us naturally to the subject of hermeneutics. It is through
language that we attempt to understand an alien culture. The hermeneutical circle involves the interplay between our construct
of the unfamiliar with our own outlook that deepens with each pass. It can be argued that for novice students to acquire a
full understanding of scientific texts, they also need to pursue a recurrent construction of their comprehension of scientific
concepts. In this paper it is shown how an activity, reflective-writing, can enhance students’ understanding of concepts in
their textbook by getting students to approach text in the manner of a hermeneutical circle. This is illustrated using studies
made at three post-secondary institutions. 相似文献
18.
Betty Collis 《Education and Information Technologies》1998,3(3-4):231-245
Since 1994, we have been involved in the design and use of a series of WWW-based environments to support collaborative group work for students in a technical university in The Netherlands. These environments, and the course re-design that accompanies each new environment, began in April 1994 and continue to the present (March 1998). What are the major issues emerging from this stream of experiences? What are the major lessons we have learned about the design and deployment of WWW-based environments to support collaborative learning in project groups in higher education? How has HCI (human-computer interaction) research informed our work? These questions will be addressed in this paper. One conclusion is that HCI research needs to become more focused on supporting HHD (human-human dialogue) than on human- computer interaction in order to better support collaborative learning in higher education. © IFIP, published by Kluwer Academic Publishers 相似文献
19.
This article is a review of applications of phenomenology, as a philosophy of knowledge and qualitative research approach, to the field of science education (SE). The purpose is to give an overview of work that has been done as well as to assess it and discuss its possibilities of future development. We ask: what attempts for connecting phenomenology and SE do we find in the research literature, and what possible effects could such connections have for teaching and learning? In approaching this field we distinguish between three sources of phenomenological SE: (1) Goethe’s phenomenology of nature; (2) philosophical phenomenology; and (3) anthropological phenomenology. Existing research based on phenomenological approaches is categorised as phenomenology of SE, phenomenology in SE, and phenomenology and SE integrated. Research examples from each category are critically evaluated and discussed. Finally we discuss the question of the relevance of phenomenology to science teaching. Our review indicates that phenomenology has considerable potential as a method for investigating science learning as a holistic process. It also seems that phenomenology and SE meet most fruitfully when phenomenology is done in the classroom, that is, when it is turned into actual efforts for promoting learning. 相似文献
20.
One approach to the development of software, which has received considerable attention in the software engineering literature, is rapid prototyping. We describe the rapid prototyping methodology and discuss some of its advantages and disadvantages. We then focus on the use of rapid prototyping in the project component of the typical undergraduate software engineering course. Several approaches to prototyping are described, along with various automated tools that support prototyping. Our experiences with prototyping in our undergraduate software engineering course are described, and we draw a number of conclusions vis a vis the use of prototyping. 相似文献