Justin Solomon
Abstract
This paper describes why the study of algorithms should be a fundamental component of the standard introductory computer science (CS) curriculum. By shifting the focus of basic CS classes from implementation to concept, educators can greatly enhance student understanding and course relevance despite rapidly-changing paradigms, technologies, and programming languages. Teaching algorithms also encourages the development of other more generalized skills, including the scientific method, problem-solving, modeling, and technical communication.
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Digital Library
- Carter, L. "Why Students with an Apparent Aptitude for Computer Science Don't Choose to Major in Computer Science." In Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education (SIGCSE '06) (Houston, Texas, USA). ACM Press, New York, NY, 2006, 27--31. Google ScholarDigital Library
- Moorman, P. and E. Johnson. "Still a Stranger Here: Attitudes Among Secondary School Students Towards Computer Science." In Proceedings of the Eighth Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2003) (Thessaloniki, Greece). ACM Press, New York, NY, 2003, 193--197. Google ScholarDigital Library
- O'Lander, R. "Factors Effecting High School Student's Choice of Computer Science as a Major." In Proceedings of the Symposium on Computers and the Quality of Life (CQL 1996) (Philadelphia, Pennsylvania, USA). ACM Press, New York, NY, 1996, 25--31. Google ScholarDigital Library
- Skiena, S. The Algorithm Design Manual. New York: Springer-Verlag, 1998. Google ScholarDigital Library
- Winston, P. and B. Horn. Lisp. Reading: Addison-Wesley Publishing, 1989. Google ScholarDigital Library
Index Terms
- Putting the science into computer science: treating introductory computer science as the study of algorithms
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