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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Published in:Theory and practice of logic programming Vol. 19; no. 2; pp. 204 - 228
Main Authors: YUEN, TIMOTHY T., REYES, MARITZA, ZHANG, YUANLIN
Format: Journal Article
Language:English
Published: Cambridge, UK Cambridge University Press 01.03.2019
Subjects:
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 Access:Get full text
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Abstract 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.
AbstractList 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.
Author YUEN, TIMOTHY T.
ZHANG, YUANLIN
REYES, MARITZA
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  fullname: YUEN, TIMOTHY T.
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  organization: University of Texas at San Antonio, San Antonio, TX, USA (e-mail: timothy.yuen@utsa.edu)
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  givenname: MARITZA
  surname: REYES
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  givenname: YUANLIN
  surname: ZHANG
  fullname: ZHANG, YUANLIN
  email: y.zhang@ttu.edu
  organization: Texas Tech University, Lubbock, TX, USA (e-mail: y.zhang@ttu.edu)
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Keywords logic programming
declarative programming
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answer set programming
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SubjectTerms 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
Title Introducing Computer Science to High School Students Through Logic Programming
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