在线性系统课程中,科学计算先决条件对学生表现的影响

S. Warren, D. Day
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引用次数: 1

摘要

编程可以是线性系统(又名信号与系统)课程的重要组成部分,因为编程项目有助于巩固数学概念,并为学生提供一种可视化和解释信号和系数行为的方法。然而,学生们经常在编程方面遇到困难,这导致了挫败感,使学习最小化,并使学生对材料的态度恶化。为了满足这一需求,堪萨斯州立大学(KSU)电气与计算机工程系(ECE)最近在ECE课程中增加了一门必修课,ECE 540 -应用科学计算,以确保更多的C编程知识,并作为ECE 512 -线性系统和其他需要编程的课程的先决条件。本文介绍了学生在2011年秋季和2012年春季ECE 512课程中对C编程项目的准备情况的初步评估。主要的评估机制是针对学生C语言熟练程度的项目前和项目后调查,调查结果将与不受新课程影响的前几个学期提供的类似调查进行比较。这些分析表明了对C编程的更大的总体信心,对支持开发环境的更好理解,以及对线性系统编程项目的总体改进态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of a scientific computing prerequisite on student performance in a linear systems course
Programming can be an important part of a linear systems (a.k.a., signal and systems) course, as programming projects help to solidify mathematical concepts and provide students with a means to visualize and interpret signal and coefficient behavior. However, students often struggle with programming, leading to frustration that minimizes learning and worsens student attitudes toward the material. To address that need, the Kansas State University (KSU) Electrical & Computer Engineering (ECE) Department recently added a required course, ECE 540 - Applied Scientific Computing, to the ECE curricula to ensure more overall C programming exposure and to serve as a prerequisite to ECE 512 - Linear Systems and other courses that require programming. This paper presents initial assessments of student preparedness for C programming projects in the Fall 2011 and Spring 2012 offerings of ECE 512 following this course prerequisite change. The primary assessment mechanisms are pre- and post-project surveys that address students' proficiency in C, where the survey results are compared to similar surveys offered in prior semesters unaffected by the new course. These analyses indicate greater overall confidence in C programming, a better understanding of the supporting development environments, and an overall improved attitude toward Linear Systems programming projects.
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