Introducing Computer Science to High School Students Through Logic Programming

This paper investigates how high school students in an introductory computer science (CS) course approach computing in the logic programming (LP) paradigm. This qualitative study shows how novice students operate within the LP paradigm while engaging in foundational computing concepts and skills: st...

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Veröffentlicht in:Theory and practice of logic programming Jg. 19; H. 2; S. 204 - 228
Hauptverfasser: YUEN, TIMOTHY T., REYES, MARITZA, ZHANG, YUANLIN
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Cambridge, UK Cambridge University Press 01.03.2019
Schlagworte:
Computation
Computer science
Debugging
Logic programming
Original Article
Qualitative research
Secondary school students
Secondary schools
Skills
Special Issue on User-Oriented Logic Programming and Reasoning Paradigms
Students
logic programming
declarative programming
CS education
answer set programming
high school CS
ISSN:1471-0684, 1475-3081
Online-Zugang:Volltext
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Zusammenfassung:This paper investigates how high school students in an introductory computer science (CS) course approach computing in the logic programming (LP) paradigm. This qualitative study shows how novice students operate within the LP paradigm while engaging in foundational computing concepts and skills: students are engaged in a cyclical process of abstraction, reasoning, and creating representations of their ideas in code while also being informed by the (procedural) requirements and the revision/debugging process. As these computing concepts and skills are also expected in traditional approaches to introductory K-12 CS courses, this paper asserts that LP is a viable paradigm choice for high school novices.
Bibliographie:ObjectType-Article-1
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ISSN:1471-0684
1475-3081
DOI:10.1017/S1471068418000431