scholarly journals Cogniton-based Enlightenment of Creative Thinking: Examplars in Computer Science

2012 ◽  
Vol 03 (08) ◽  
pp. 90-94 ◽  
Author(s):  
Zhi-Quan Cheng ◽  
Shiyao Jin
Keyword(s):  
Computer Science ◽  
Creative Thinking

Creativity in CS1: A Literature Review

2022 ◽  
Vol 22 (2) ◽  
pp. 1-26
Author(s):  
Sadia Sharmin
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Computer Science ◽  
Creative Thinking ◽  
Computer Science Education ◽  
Project Based Learning ◽  
Retention Rates ◽  
Introductory Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

scholarly journals Escritura académica en tres escuelas de ingeniería chilenas: La familia ‘Informe técnico’ como macrogénero discursivo en el área de Ingeniería Civil Informática

2021 ◽  
Vol 39 (1) ◽  
pp. 107-130
Author(s):  
Enrique Sologuren Insúa
Keyword(s):  
Computer Science ◽  
Academic Writing ◽  
Creative Thinking ◽  
Civil Engineering ◽  
Genre Theory ◽  
Educational Role ◽  
Technical Report ◽  
Academic Genres ◽  
Didactic Strategies ◽  
Significant Attention

Los géneros producidos por estudiantes han comenzado a recibir mayor atención debido a su diversidad de funciones en el aprendizaje disciplinar. Así, este trabajo se enmarca en el ámbito del estudio de géneros de formación en español. El objetivo de esta investigación es identificar, definir y caracterizar los géneros de la familia ‘informe técnico’ con el objeto de comprender su rol formativo en la enseñanza de la ingeniería civil y en los procesos de alfabetización académica-profesional en esta disciplina. El estudio se aborda desde un enfoque cualitativo, particularmente desde la teoría del género del discurso y explora el macrogénero informe técnico en ingeniería civil informática (MGITEC) en el corpus de aprendientes HÉLICE-2017. Esta familia genérica presenta una alta relevancia en el discurso académico de la ingeniería civil y en la subdisciplina informática. Los resultados del análisis de los corpus textuales evidencian la gran diversidad de recursos genéricos utilizados en la comunidad de práctica concernida. A partir de los datos obtenidos se identificó un continuum de los géneros discursivos que van desde informes orientados a la inserción académica hasta la producción escrita de informes orientados a contextos profesionales. En él se despliega una amplia variedad de tipos de informes que cumplen propósitos formativos de relevancia en la aplicación de pensamiento analítico, crítico y creativo para la resolución de problemas: la raison d’être de la ingeniería. Finalmente, la investigación permite configurar relaciones intergenéricas en la escritura académica de informes y proyectar estrategias didácticas de alfabetización disciplinar en el ámbito de la ingeniería. Genres written by students have received significant attention due to its diversity of functions in subject learning. Thus, the present article is framed within the study field of academic genres in Spanish. The aim of this research is to identify, define and characterize genres of the ‘technical report’ family to understand its educational role in civil engineering and in the processes of professional-academic literacy in this field. The study adopts a qualitative approach, specifically from the discourse genre theory and explores the technical report macrogenre in computer science civil engineering (MGITEC, for its acronym in Spanish) in the student corpus HÉLICE-2017. This genre family is highly relevant in the academic discourse of civil engineering and in the subdiscipline computer science. Results of the text corpus analysis reveal a great diversity of genre resources used in this community of practice. In consequence, a continuum of discourse genres was identified based on the collected data, from reports of academic insertion to reports of professional context. Different types of reports are displayed in this continuum. These reports meet relevant educational purposes when it comes to using analytical, critical and creative thinking for problem solving: the raison d’être of engineering. Finally, this piece of research makes it possible to define relations between genres in the academic writing of reports and to provide didactic strategies for subject literacy in engineering.

It Began with Babbage

2014 ◽  
Author(s):  
Subrata Dasgupta
Keyword(s):  
Computer Science ◽  
Creative Thinking ◽  
Academic Discipline ◽  
Computer Scientist ◽  
Early 19Th Century ◽  
Von Neumann ◽  
New Science ◽  
History Of ◽  
The 1960S ◽  
Science Of The Artificial

As a field, computer science occupies a unique scientific space, in that its subject matter can exist in both physical and abstract realms. An artifact such as software is both tangible and not, and must be classified as something in between, or "liminal." The study and production of liminal artifacts allows for creative possibilities that are, and have been, possible only in computer science. In It Began with Babbage, computer scientist and writer Subrata Dasgupta examines the distinct history of computer science in terms of its creative innovations, reaching back to Charles Babbage in 1819. Since all artifacts of computer science are conceived with a use in mind, the computer scientist is not concerned with the natural laws that govern disciplines like physics or chemistry; instead, the field is more concerned with the concept of purpose. This requirement lends itself to a type of creative thinking that, as Dasgupta shows us, has exhibited itself throughout the history of computer science. More than any other, computer science is the science of the artificial, and has a unique history to accompany its unique focus. The book traces a path from Babbage's Difference Engine in the early 19th century to the end of the 1960s by when a new academic discipline named "computer science" had come into being. Along the way we meet characters like Babbage and Ada Lovelace, Turing and von Neumann, Shannon and Chomsky, and a host of other people from a variety of backgrounds who collectively created this new science of the artificial. And in the end, we see how and why computer science acquired a nature and history all of its own.

scholarly journals CREATIVITY IN COMPUTER SCIENCE

2021 ◽  
Vol 14 (2) ◽  
pp. 444-460
Author(s):  
Piotr Giza
Keyword(s):  
Computer Science ◽  
Creative Thinking ◽  
Scientific Discovery ◽  
Explanatory Models ◽  
Natural Sciences ◽  
Point Of View ◽  
The Other ◽  
Natural Phenomena ◽  
Software Market ◽  
The One

The aim of this paper is to briefly explore creative thinking in computer science, and compare it to natural sciences, mathematics or engineering. It is also meant as polemics with some theses of the pioneer work under the same title by Daniel Saunders and Paul Thagard because I point to important motivations in computer science the authors do not mention, and give examples of the origins of problems they explicitly deny. Computer science is a very specific field for it relates the abstract, theoretical discipline – mathematics, on the one hand, and engineering, often concerned with very practical tasks of building computers, on the other. It is like engineering in that it is concerned with solving practical problems or implementing solutions, often with strongly financial reasons, e.g. increasing a company’s income. It is like mathematics in that is deals with abstract symbols, logical relations, algorithms, computability problems, etc. Saunders and Thagard analyse rich experimental material from historical and contemporary work in computer science and argue that, as opposed to natural sciences, computer science is not concerned with describing and explaining natural phenomena. Now, I argue that there is a field of research in artificial intelligence (which, in turn, is a branch of computer science), called machine discovery, where explanation of natural phenomena, finding experimental laws and explanatory models is the primary goal. This goal is achieved by constructing computer systems whose job is to simulate various processes involved in scientific discovery done by human researchers, and help them in making new discoveries. On the other hand, motivations that give rise to ingenious projects in computer science can be very strange and include curiosity, fun or attempts to be famous out of boring, stable life of a successful programmer in a big corporation. A good example is the phenomenon of open-source software, especially the development of the Linux operating system and its applications when, from economical point of view, Microsoft absolutely dominated the software market of personal computers.

Kreativität bei Kindern und Jugendlichen mit Asperger Syndrom

2014 ◽  
Vol 23 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Elisabeth M. Weiss ◽  
Bianca Gschaidbauer ◽  
Liane Kaufmann ◽  
Ilona Papousek ◽  
Andreas Fink
Keyword(s):  
Creative Thinking

Das Ziel der vorliegenden Studie war die systematische Erfassung der Kreativitätsleistung bei 5- bis 14-jährigen Jungen mit Asperger Syndrom im Vergleich mit einer gesunden Kontrollgruppe (je n=24). Untersucht wurden sowohl quantitative Kreativitätsaspekte (Ideenflüssigkeit, Ideenflexibilität) als auch qualitative Kreativitätsaspekte (Originalität) bei zwei Altersgruppen (jüngere Kinder: 5 – 9 Jahre, ältere Kinder/Jugendliche: 10 – 14 Jahre). Die Ergebnisse zeigen, dass bei Kindern/Jugendlichen mit Asperger Syndrom primär die quantitativen Aspekte der Kreativität beeinträchtigt sind (Ideenflüssigkeit und -flexibilität bei gleichbleibenden Items aus dem 5-Punkte Test), während die Kreativitätsleistung bei den abwechslungsreicheren Bildergänzungsaufgaben des Torrance Test of Creative Thinking, bei denen die Qualität/Originalität im Vordergrund steht, unbeeinträchtigt ist. In unserer Stichproben waren die Alterseffekte signifikant (jüngere Kinder zeigten schlechtere Leistungen), aber über die Gruppen vergleichbar (d. h. die Interaktionseffekte waren nicht signifikant). Im Sinne einer ressourcenorientierten Diagnostik, die für eine maßgeschneiderte Interventionsplanung unerlässlich ist, sollten also zusätzlich zu den quantitativen auch die qualitativen Aspekte kreativer und exekutiver Denkleistungen erfasst werden.

A Computer Science Fair: Inching Toward Intelligibility

1997 ◽  
Vol 42 (11) ◽  
pp. 1007-1008
Author(s):  
Rodney L. Lowman
Keyword(s):  
Computer Science ◽  
Science Fair
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