Problem-solving publications

Examples of work on problem-solving as part of computational thinking.

• Problems first second and third (Gary Hill, Scott J Turner), In International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), volume 3, pp. 88--109, 2014. [university repository]
• Greenfoot in problem solving and artificial intelligence (Scott J Turner), In 10th China-Europe International Symposium on Software Engineering Education (CEISEE), 2014. [university repository]
• • Junkbots (Scott J Turner), In Higher Education Academy Science Technology Engineering and Mathematics (HEA STEM) Annual Learning and Teaching Conference 2013: Where Practice and Pedagogy Meet, 2013. [university repository]
• • Is it visual? The importance of a problem solving module within a computing course (K A Kariyawasam, Scott J Turner, Gary Hill), In Computer Education, volume 10, pp. 9--11, 2012. [university repository]
• • Problems first (Gary Hill, Scott J Turner), In Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons, Matthew Hussey, Bing Wu, Xu Xiaofei (eds.), IGI Global, Hershey Pa., pp. 110--126, 2011. [university repository]
  • Is it visual? Problem solving evaluation (K Kariyawasam, Scott J Turner), In Learning Global - Fourth Learning \& Teaching Conference, 2011. [university repository]
• • Innovative use of robots and graphical programming in software education (Scott J Turner, Gary Hill), In 6th China-Europe International Symposium on Software Industry Oriented Education (CEISIE2010), 2010. [university repository]
• • Robots in problem solving in programming (Scott J Turner, Gary Hill, Jonathan P Adams), In Higher Education Academy Subject Centre for Information and Computer Sciences 9th 1-day Teaching of Programming Workshop, 2009. [university repository] 
• • Problem solving and creativity for undergraduate computing and engineering students: the use of robots as a developmental tool (Jonathan P Adams, Scott J Turner), In Creating Contemporary Student Learning Environments, 2008.[university repository]
  • Robots and problem solving (Scott J Turner, Jonathan P Adams), In 9th Annual Conference of the Subject Centre for Information and Computer Sciences, Higher Education Academy Subject Centre for Information and Computer Sciences, Newtownabbey, pp. 16, 2008. [university repository]
  • Problem solving and creativity for undergraduate engineers: process or product? (Jonathan P Adams, Scott J Turner), InEE2008 - the International Conference on Innovation Good Practice and Research in Engineering Education Conference Proceedings, Higher Education Academy, Loughborough, 2008. [university repository]
  • Problem solving and creativity for undergraduate engineers: findings of an action research project involving robots(Jonathan P Adams, Scott J Turner, Stefan Kaczmarczyk, Philip Picton, P Demian), In International Conference on Engineering Education (ICEE 2008) - New Challenges in Engineering Education and Research in the 21st Century, International Network for Engineering Education \& Research (iNEER), 2008. [university repository]
  • Robotics within the teaching of problem-solving (Scott J Turner, Gary Hill), In ITALICS, volume 7, pp. 108--119, 2008.[university repository]
• • Developing problem-solving teaching materials based upon Microsoft Robotics Studio (Scott J Turner), In Innovative Teaching Development Fund Dissemination Day, 2007. [university repository]
  • Developing problem-solving teaching material based upon Microsoft Robotics Studio (Scott J Turner), In Proceedings of 8th Annual Conference of the Subject Centre for Information and Computer Sciences, Information and Computer Sciences (ICS) Subject Centre, Ulster, pp. 151, 2007. [university repository]
  • Innovative Teaching Development Fund project 2007 progress report. (Scott J Turner), In missing booktitle, 2007. [university repository]
  • Development Fund project 2006-2007 progress report. (Scott J Turner), In missing booktitle, 2007. [university repository]
  • Robots in problem-solving and programming (Scott J Turner, Gary Hill), In Proceedings of 8th Annual Conference of the Subject Centre for Information and Computer Sciences, Higher Education Academy Information and Computer Sciences Centre, Ulster, pp. 82--85, 2007. [university repository]
  • Improving problem solving and encouraging creativity in engineering undergraduates (Jonathan P Adams, Stefan Kaczmarczyk, Philip Picton, P Demian), In Proceedings of the International Conference on Engineering Education, Springer, New York, 2007. [university repository]
• • The inclusion of robots within the teaching of problem solving - preliminary results (Scott J Turner, Gary Hill), In 7th Annual Conference of the Subject Centre for Information and Computer Sciences, Hazel Steede (eds.), Higher Education Academy Subject Network for Information and Computer Sciences, Dublin, pp. 241--242, 2006. [university repository]

All views are those of the author and should not be seen as the views of any organisation the author is associated with.

Problems First, Second and Third

A paper has recently been published in International Journal of Quality Assurance in Engineering and Technology Education on problem-solving and programming by two members of the Department of Computing and Immersive Technologies, University of Northampton.

Problems First, Second and Third. 

Gary Hill and Scott Turner

Abstract
This paper considers the need to focus initial programming education on problem-solving, prior to the teaching of programming syntax and software design methodology. The main vehicle for this approach is simple Lego based robots programmed in Java, followed by the programming of a graphical representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont and Fox, 2003) and is an important skill, central to computing and engineering. The paper extends the authors earlier research on problems first and problem solving (Hill and Turner, 2011) to further emphasise the importance of problem-solving, problem based learning and the benefits of both physical and visual solutions. An approach will be considered, illustrated with a series of problem-solving tasks that increase in complexity at each stage and give the students practice in attempting problem-solving approaches, as well as assisting them to learn from their mistakes. Some of the problems include ambiguities or are purposely ill-defined, to enable the student to resolve these as part of the process. The benefits to students will be discussed including students' statements that this approach, using robots, provides a method to visually and physically see the outcome of a problem. In addition, students report that the method improves their satisfaction with the course. The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003). In addition, limitations will be discussed relating to the access to the physical robots and the alternative attempts to simulate the robots using three options of, Microsoft Robotics Studio (MSRS), Lego Mindstorms and Greenfoot simulators.

• Hill, G. and Turner, S. J. (2014) Problems First, Second and Third. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). 3(3), pp. 88-109. ISSN: 2155-496

To read a preview of the paper go to: http://www.igi-global.com/viewtitlesample.aspx?id=117560&ptid=91662&t=Problems%20First,%20Second%20and%20Third




If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

All views are those of the author and should not be seen as the views of any organisation the author is associated with.