scholarly journals Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!

10.28945/3048 ◽  
2006 ◽  
Author(s):  
Anne Venables ◽  
Grace Tan
Keyword(s):  
Computer Science ◽  
Undergraduate Students ◽  
Intelligent Systems ◽  
Academic Disciplines ◽  
Student Beliefs ◽  
Problem Solving Skills ◽  
Assessment Task ◽  
Science Degree ◽  
Experimental Learning ◽  
The Given

In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular ‘Sudoku’ puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the ‘pure’ rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several ‘in silica’ Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student’s perspective was that ‘failure’ to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves ‘scientifically’ in their attempt.

scholarly journals 'Informees' as Informers? An Approach to Effective Informing

10.28945/2608 ◽  
2003 ◽  
Author(s):  
Iwona Miliszewska ◽  
Anne Venables
Keyword(s):  
Artificial Intelligence ◽  
Active Learning ◽  
Computer Science ◽  
Educational Research ◽  
Subject Matter ◽  
Intelligent Agents ◽  
Intelligent Systems ◽  
Science Degree ◽  
The Subject ◽  
Selection Of

An Intelligent Systems subject is offered in the final year of the Computer Science degree. The subject includes a diverse selection of topics in artificial intelligence and intelligent agents. The paper reflects on an innovative approach to the implementation of this subject. The development of the approach drew on educational research and the Informing Science paradigm. The aims of the approach included enga g-ing students in active learning, integrating theory with practice, and presenting the subject matter in an effective way. An innovative aspect of the approach was participatory teaching, i.e. students acting as guest lecturers and workshop presenters. The paper presents evaluation results indicating that the aims of the approach were achieved to a large extent.

Algorithmic Puzzles

2011 ◽  
Author(s):  
Anany Levitin ◽  
Maria Levitin
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Algorithm Design ◽  
Divide And Conquer ◽  
Algorithmic Problem ◽  
Design Strategies ◽  
Job Interviews ◽  
Skill Levels ◽  
Problem Solving Skills ◽  
Solution Methods

While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

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