面对计算设计教学的挑战

N. Senske
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引用次数: 1

摘要

许多架构师都知道学习编程是一个挑战,但他们认为时间和实践是唯一的障碍。然而,计算机科学教育的研究并不支持这一假设。对计算机科学本科课程的多国研究表明,相当多的学生在第一年和第二年的全日制教学中,仍然对计算机程序的工作原理有严重的误解,并且没有能力设计自己的程序。如果计算机科学专业的学生在学习思考和表达自己的计算上有困难,那么这说明架构师学习编程的机会有多大呢?此外,如果已经确定了常见的问题,那么建筑教育者是否可以从计算机科学教育研究的发现中学到任何东西?为了确定这项研究是否与建筑相关,作者对建筑系学生进行了试点研究,包括程序分析和概念知识测试。该研究发现,学生表现不佳的方式与计算机科学教育研究中揭示的情况相似。由于架构师与计算机科学专业的学生面临着类似的挑战,这表明该学科可以从更多的教育合作投资中受益。此外,来自建筑和其他领域的实证研究必须在帮助建筑师学习计算思维和表达方面发挥更重要的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Confronting the Challenges of Computational Design Instruction
Many architects understand that learning to program can be a challenge, but assume that time and practice are the only barriers to performing well enough at it. However, research from computer science education does not support this assumption. Multinational studies of undergraduate computer science programs reveal that a significant number of students in their first and second year of full-time instruction still have serious misconceptions about how computer programs work and an inability to design programs of their own. If computer science students have trouble learning to think and express themselves computationally, what does this say about architects' chances of learning to program well? Moreover, if common problems have been identified, can architectural educators learn anything from findings in computer science education research? In order to determine if this research is relevant to architecture, the author conducted a pilot study of architecture students consisting of program analysis and conceptual knowledge tests. The study found that student performance was poor in ways similar to those revealed in the computer science education research. Because architects face similar challenges as computer science majors, this suggests that the discipline could benefit from more investment in educational collaborations. In addition, empirical research – from architecture as well as other fields – must play a more substantial role in helping architects learn computational thinking and expression.
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