Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education最新文献_第5页

Collaborative learning in undergraduate information science education (abstract) 本科情报学教育中的协同学习(摘要)

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199691.199900

M. Mulder, J. Prey, J. E. Haines, D. Lidtke

引用次数: 7

The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract) 软件工程原理在计算机本科课程中的有效整合(摘要)

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199691.199865

R. McCauley, Clark B. Archer, N. Dale, R. Mili, J. Robergé, Harriet G. Taylor

{"title":"The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract)","authors":"R. McCauley, Clark B. Archer, N. Dale, R. Mili, J. Robergé, Harriet G. Taylor","doi":"10.1145/199691.199865","DOIUrl":"https://doi.org/10.1145/199691.199865","url":null,"abstract":"~ically, software engineering concepts are covered in a oneor two-semester junioror senior-level course. Yet, computer science students are expected to engineer computer software throughout the undergraduate curriculum. By the time they enroll in a traditional software engineering course, their formative software development years have passed. Additionally, they may have already cultivated many undesirable software development practices that must be unlearned. Therefore, many educators believe that some software engineering principles may be best taught by introducing them early and reinforcing them throughout the students’ computer education experience, Clearly, this view is supported by some in the computing field, since many of the recently published CS1 and CS2 textbooks include softsvare engineering material. However, some of the textbooks have been augmented to inclucle only a chapter or two of software engineering information, but have not been changed otherwise; the remainder of the chapters have not been revised to take a software engineering approach. Moreover, there are very few sources available that offer educators information as to how to effectively integrate this information into their courses. ‘Ihus, software engineering principles are traditionally perceived as additional material to be covered rather than as a natural part of any computer science course.","PeriodicalId":232532,"journal":{"name":"Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132068156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

A new scheme for reinforcing concepts in CS2 CS2概念强化的新方案

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199843

Dave A. Berque, G. C. Townsend

引用次数: 1

Creating self-paced courses for CS majors and non-majors 为CS专业和非专业创建自定进度课程

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199691.199897

Gerald L. Boerner, C. Stoker

引用次数: 0

Using expert systems to understand object-oriented behavior 使用专家系统来理解面向对象的行为

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199700

Yonglei Tao

{"title":"Using expert systems to understand object-oriented behavior","authors":"Yonglei Tao","doi":"10.1145/199688.199700","DOIUrl":"https://doi.org/10.1145/199688.199700","url":null,"abstract":"Objeet-oriented design methods describe a software system primarily from two perspectives: object structure and dynamic behavior [1, 2, 3]. While the former seems intuitive because it is based on concepts derived from the real world problem, tie latter often introduces confhsion for students. An object-oriented system is described as a collection of interacting objects. Each object’s behavior is specified separately through a state transition diagram. The overall system’s behavior is captured through a set of scenarios, In a sense, a scenario is a sequence of events that occurs during a specific use of the system, including stimuli to or from the user or external devices, and interactions between objeets. Scenarios are useful for elaborating and validating requirements, investigating some behavioral properties, as well as evaluating completeness and internal consistency [1, 4]. However, there is no adequate support for use of scenarios in teaching object-oriented design. A scenario description may show object-to-object interactions either in a graphical form or in a textual forq but, answers to “why”, “how”, and “what if” questions, that arise while students are learning a new technique, are not readily available. Moreover, it is not without difficulty for students to extract scenarios from separate state transition diagrams. The lack of tracing capability hinders them from forming a “big picture” about objectoriented systems. To overcome these difficulties, we used rule-based expert systems as an instructional tool. An expert system can be constmeted to simulate and reason about the dynamic behavior of an object-oriented system specified","PeriodicalId":232532,"journal":{"name":"Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132199382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Inexpensive advanced graphics applications for the C.S. majors graphics class 廉价的高级图形应用程序的cs专业图形类

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199776

L. H. Tichenor

引用次数: 5

Visual analysis: adding breadth to a computer graphics course 视觉分析:增加计算机图形学课程的广度

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199778

A. Sears, Rosalee J. Wolfe

引用次数: 9

On using C++ and object-orientation in CS1: the message is still more important than the medium 关于在CS1中使用c++和面向对象:消息仍然比媒介更重要

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199840

Michael R. Wick

引用次数: 13

Design and implementation of a generalized problem solving assistant for algorithm development 算法开发通用问题解决助手的设计与实现

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199688.199740

B. Kurtz, U. Mayekar, Michael B. O'Neal

{"title":"Design and implementation of a generalized problem solving assistant for algorithm development","authors":"B. Kurtz, U. Mayekar, Michael B. O'Neal","doi":"10.1145/199688.199740","DOIUrl":"https://doi.org/10.1145/199688.199740","url":null,"abstract":"INTRODUCTION Our “introduction to computer science” course at Louisiana Tech University provides a breadth-first overview of the entire discipline, much in the spirit of the Denning report [Denning, 89] and Curricula91 [Tucker, 91]. We have developed a sequence of eight laboratory modules to be used in closed lab sessions that help students develop problem solving skills. The range of topics includes applications (spreadsheets, databases), algorithms (data structures, graphics), programming paradigms (imperative, functional), architecture (digital logic design), and theory (finite state automata). We have carefully designed the interface for all labs to have a uniform “look and feel” that is mouse, rather than keyboard, oriented. This paper reports on techniques we have developed that provide problem solving assistance for a wide range of topics as found in our laboratory modules. We have received funding from the National Science Foundation (DUE92543 17) to develop the laboratory environment for this breadth-fwst overview course. The current student profile in the course is quite heterogeneous. About 40-50% of the students are computer science majors, while the remainder are drawn from programs throughout the University. Typically, 30-40% of the students in CS 100 are women, while approximately 20% of the class is composed of ethnic minorities (predominately African American). These studenta represent a wide range of interests and abilities. Most have little or no background in college-level mathematics. We are covering a wide range of topics, but materials are presented at a very intuitive level so that students will appreciate the breadth of computer science as a discipline and gain some valuable knowledge about computer systems. Two other papers provide an overview of the entire project [Kurtz, 94; O’Neal, 95]. This paper concentrates on the development of an intelligent assistant for algorithm development, which we will refer to as the Problem Solving Assistant.","PeriodicalId":232532,"journal":{"name":"Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128067897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The computer science major within a liberal arts environment (abstract) 文科环境下的计算机科学专业(摘要)

Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education Pub Date : 1995-03-15 DOI: 10.1145/199691.199889

H. Walker, Nancy Baxter, R. Cupper, G. M. Schneider

引用次数: 1