Computational Algorithmization: Limitations in Problem Solving Skills in Computational Sciences Majors at University of Oriente

By Castillo, Antonio S.; Berenguer, Isabel A. et al. | International Journal of Education and Development using Information and Communication Technology, January 2, 2017 | Go to article overview

Computational Algorithmization: Limitations in Problem Solving Skills in Computational Sciences Majors at University of Oriente


Castillo, Antonio S., Berenguer, Isabel A., Sánchez, Alexander G., Álvarez, Tomás R. R., International Journal of Education and Development using Information and Communication Technology


(ProQuest: ... denotes formulae omitted.)

INTRODUCTION

The process of computerization of society has gained a great boom in recent times by encouraging the application of Information and Communication Technologies (ICT) to different spheres and sectors of society, in order to achieve greater efficiency through the optimization of resources and the increase of productivity in these areas (Salgado, Alonso & Gorina 2014). For developing countries, such as Cuba, this purpose is a challenge that has led them to identify the need to introduce ICT into the social practice and to achieve an informatic culture that facilitates sustainable development. However, to carry out this purpose requires competent professionals, capable of acquiring that culture and developing it from the ways of acting in their profession (Fergusson et al. 2015).

This requirement has resulted in Cuba have included computer courses in the curriculum of numerous university major, such as bachelor degrees in Mathematics, Physics, Biology, among others, and Mechanical, Biomedical and Electrical engineering. They have also created careers whose object of study is more specific and related to the informatic culture, such as, Computer Science, Computer Engineering, Information Systems, Information Technology and Software Engineering, called computational sciences (ACM 2005).

Consequently, it is hoped that the professionals who graduate from all these careers have appropriated the main scientific and technical advances related to informatic. In addition, in the case of the computationals sciences majors, they must have developed skills that allow them to design, write, debug and maintain the source code of computer programs; code that must be written in a specific language and often requires knowledge of various disciplines, specialized algorithms and formal logic; from which these professionals can create programs that exhibit the desired behavior (Salgado, Gorina & Alonso 2013). A valid strategy in this direction is to begin to teach programming using the algorithms as schematic resources through pseudocode as the main language, to represent the model of the resolution of a problem (Arellano et al. 2012; Blanco, Salgado & Alonso 2016).

Considering all of the above, this article aims to determine the shortcomings that are manifested in the teaching-learning process of the resolving computational programming problems and its dynamics of algorithmization in the majors of computational sciences of the University of Oriente, Cuba: Bachelor's degree in Computing Science, Engineering in Telecommunications and Electronics, Informatics Engineering and Automatic Engineering.

LITERATURE REVIEW

Teaching-learning process of the resolving computational programming problems

The teaching - learning process of resolving computational programming problems has been approached by numerous researchers, who have obtained important results in the search for a way to teach to program so that the student is able to create his own strategies consciously. Thus, authors such as Arellano et al. (2014) and Ma et al. (2011) assert that the fragility of knowledge in programming is due to the lack of a computer mental model that serves as the basis for creating viable algorithms. But although the conception of this model could be considered an alternative to favor the activity of programming, this is not enough to create efficient programs, since other mathematical, logical and computational knowledge must be incorporated, allowing an integrative perspective to address it.

On the other hand, the venezuelan researchers Torres and Torres (2016), have determined that when students solve problems of programming, they manifest lack of abstraction, few mathematical knowledge and deficiencies in the process of reading and interpretation of problems. In addition to this the student is generally focused on the language tool to be used, rather than in the domain of computational logic. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Computational Algorithmization: Limitations in Problem Solving Skills in Computational Sciences Majors at University of Oriente
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.