An Interdisciplinary, Laboratory-Oriented Courses Sequence for Computer-Based Problem Solving

基于计算机解决问题的跨学科、面向实验室的课程序列

• 批准号: 9254317
• 负责人: Barry Kurtz
• 金额: $ 10.18万
• 依托单位: Louisiana Tech University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-07-01 至 1995-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9254317&HistoricalAwards=false
• 关键词: Interdisciplinary; Laboratory; Oriented; Courses; Sequence

Most universities require all students to attain some understanding of computing as part of their college experience. Often courses in "computer literacy" are offered to meet this requirement. These courses, as they are currently taught, are often inadequate for a number of reasons. First they tend to present descriptions of what computers can do rather than focus on how people can use computers to solve problems. Also, they concentrate on teaching the syntax of currently popular software packages or programming languages, instead of focusing on the underlying characteristics of these tools. These courses also fail to represent the breadth of the computing sciences. Hence, what is learned tends to be shallow and of short term value. There is a critical need for a general course, accessible to the average college freshman, that will introduce the underlying principles of computing while stimulating the student's problem solving abilities. The proposed course will meet these objectives. The hear of the approach is to present abstract concepts through the use of computer-based simulations. These simulations will allow students to explore the concepts in a "hands on" manner. The course is designed to be taught in a single semester and will provide an overview of computer science. Many facets of the discipline will be explored through lecture and the accompanying laboratory exercises. Topics include: common applications, such as spreadsheets, databases, computer aided design, artificial intelligence, and computer graphics; algorithms and the major programming paradigms (functional, procedural, and logical); computer architecture, including machine organization and digital logic; and foundations of computing, including automata theory, Turing machines, and complexity theory. The course development effort is truly interdisciplinary with faculty from Computer Science, Business Administration, Education, Engineering, and Arts and Sciences actively involved in the course design. Evaluation plans call for initial development of the course materials at Louisiana Tech University followed by their use a several other universities. Plans for dissemination include making all courseware developed for this project available via the Internet. The PIs also plan to write an introductory computer science text to facilitate the use of the course materials at other institutions. The essence of this development is a structured laboratory environment, including both open and closed labs, that is completely integrated with the lectures. It is the PIs belief that abstract concepts can be taught to, and understood by, students with limited math backgrounds if provided hands-on laboratory activities that cover the basic concepts. Students completing the course are expected to have a much greater appreciation for the computing sciences and many may be inspired to pursue careers in this area.

大多数大学要求所有学生都要达到一些 将计算机理解作为他们大学经历的一部分。 通常提供“计算机扫盲”课程来满足这一要求 要求。 这些课程，因为他们目前教， 由于很多原因，常常是不够的。 首先他们倾向于 描述了计算机可以做什么，而不是专注于 关于人们如何使用计算机解决问题。 而且他们 专注于教授当前流行的语法 软件包或编程语言，而不是专注于 这些工具的基本特征。 这些 课程也不能代表计算的广度 以理工科为重 因此，所学到的往往是肤浅的， 短期价值。 迫切需要一个一般性的课程， 一般的大学新生， 计算的基本原理，同时刺激 学生解决问题的能力。 拟议的课程将 满足这些目标。 该方法的核心是提出 通过使用基于计算机的 模拟 这些模拟将允许学生探索 以“动手”的方式来理解这些概念。 该课程的设计是在一个学期内教授， 将提供计算机科学的概述。 的许多方面 该学科将通过讲座和 伴随着实验室练习。 主题包括：共同 应用程序，如电子表格，数据库，计算机辅助 设计、人工智能和计算机图形学; 算法和主要的编程范例（函数， 程序和逻辑）;计算机体系结构，包括 机器组织和数字逻辑;以及 计算机，包括自动机理论，图灵机， 复杂性理论 课程开发工作是真正的跨学科， 计算机科学，工商管理， 教育，工程，艺术和科学积极参与 in the course课程design设计. 评价计划要求初步 路易斯安那理工大学课程材料的开发 大学其次，他们使用了其他几所大学。 传播计划包括制作所有课件， 可以通过互联网获得。 PI还计划 写一篇介绍计算机科学的文章， 在其他机构使用课程材料。 这种发展的本质是一个结构化的实验室 环境，包括开放和封闭的实验室，即 完全融入到讲座中。 PI相信， 抽象的概念可以被教授给， 数学背景有限的学生， 涵盖基本概念的实验室活动。学生 完成这门课程的学生， 对计算机科学的欣赏，许多人可能 鼓励他们在这一领域从事职业。