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Scientific experimentation via the matching game

Published: 27 February 2002 Publication History

Abstract

In traditional computer science curricula, students view program implementation as the end product and not the means to obtaining some further result. All too often students complete an implementation at the last minute, perform a minimal amount of testing and call the assignment done! This paper discusses an approach we have taken in our courses to have students use and develop programs as part of a scientific inquiry. In addition to causing students to perform more thorough testing, our approach also improves empirical and critical thinking skills.

References

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M. C. Clarke. Teaching the empirical approach to designing human-computer interation via an experimental group project. SIGCSE Bulletin, 30(1):198-201, 1998.
[2]
Alan Clements. The Principles of Computer Hardware. Oxford University Press, 2000.
[3]
Allen B. Downey. Teaching experimental design in an operating systems class. SIGCSE Bulletin, 31(1):316-320, 1999.
[4]
Cindy Norris and James Wilkes. Computer systems "conference" for teaching communication skills. SIGCSE Bulletin, 31(1):189-193, 1999.
[5]
David Reed, Craig Miller, and Grant Braught. Empirical investigation throughout the cs curriculum. SIGCSE Bulletin, 32(1):202-206, 2000.
[6]
Steven Robbins and Kay A. Robbins. Empirical exploration in undergraduate operating systems. SIGCSE Bulletin, 31(1):311-315, 1999.
[7]
F. James Rutherford and Andrew Ahlgren. Science for All Americans. Oxford University Press, 1994.
[8]
Walter F. Tichy. Should computer scientists experiment more? IEEE Computer, 31(5):32-40, 1998.
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Mark Allen Weiss. Data Structures and Algorithm Analysis in C++. Addison-Wesley, 1994.

Cited By

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  • (2023)Approaches and Tools for Experiential Learning of Abstract ConceptsFostering Pedagogy Through Micro and Adaptive Learning in Higher Education10.4018/978-1-6684-8656-6.ch006(111-140)Online publication date: 30-Jun-2023

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Published In

cover image ACM Conferences
SIGCSE '02: Proceedings of the 33rd SIGCSE technical symposium on Computer science education
February 2002
471 pages
ISBN:1581134738
DOI:10.1145/563340
  • cover image ACM SIGCSE Bulletin
    ACM SIGCSE Bulletin  Volume 34, Issue 1
    Inroads: paving the way towards excellence in computing education
    March 2002
    417 pages
    ISSN:0097-8418
    DOI:10.1145/563517
    Issue’s Table of Contents
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 27 February 2002

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SIGCSE02
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SIGCSE02: The 33rd Technical Symposium on Computer Science Education
February 27 - March 3, 2002
Kentucky, Cincinnati

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SIGCSE '02 Paper Acceptance Rate 73 of 234 submissions, 31%;
Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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  • (2023)Approaches and Tools for Experiential Learning of Abstract ConceptsFostering Pedagogy Through Micro and Adaptive Learning in Higher Education10.4018/978-1-6684-8656-6.ch006(111-140)Online publication date: 30-Jun-2023

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