Partial Correctness of a Power Algorithm

This work continues a formal verification of algorithms written in terms of simple-named complex-valued nominative data [6],[8],[15],[11],[12],[13]. In this paper we present a formalization in the Mizar system [3],[1] of the partial correctness of the algorithm: i := val.1 j := val.2 b := val.3 n := val.4 s := val.5 while (i n) i := i + j s := s * b return s computing the natural n power of given complex number b, where variables i, b, n, s are located as values of a V-valued Function, loc, as: loc/.1 = i, loc/.3 = b, loc/.4 = n and loc/.5 = s, and the constant 1 is located in the location loc/.2 = j (set V represents simple names of considered nominative data [17]).The validity of the algorithm is presented in terms of semantic Floyd-Hoare triples over such data [9]. Proofs of the correctness are based on an inference system for an extended Floyd-Hoare logic [2],[4] with partial pre- and post-conditions [14],[16],[7],[5].Institute of Informatics, University of Białystok, PolandGrzegorz Bancerek, Czesław Byliński, Adam Grabowski, Artur Korniłowicz, Roman Matuszewski, Adam Naumowicz, and Karol Pąk. The role of the Mizar Mathematical Library for interactive proof development in Mizar. Journal of Automated Reasoning, 61(1):9–32, 2018. doi:10.1007/s10817-017-9440-6.R.W. Floyd. Assigning meanings to programs. Mathematical aspects of computer science, 19(19–32), 1967.Adam Grabowski, Artur Korniłowicz, and Adam Naumowicz. Four decades of Mizar. Journal of Automated Reasoning, 55(3):191–198, 2015. doi:10.1007/s10817-015-9345-1.C.A.R. Hoare. An axiomatic basis for computer programming. Commun. ACM, 12(10): 576–580, 1969.Ievgen Ivanov and Mykola Nikitchenko. On the sequence rule for the Floyd-Hoare logic with partial pre- and post-conditions. In Proceedings of the 14th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer. Volume II: Workshops, Kyiv, Ukraine, May 14–17, 2018, volume 2104 of CEUR Workshop Proceedings, pages 716–724, 2018.Ievgen Ivanov, Mykola Nikitchenko, Andrii Kryvolap, and Artur Korniłowicz. Simple-named complex-valued nominative data – definition and basic operations. Formalized Mathematics, 25(3):205–216, 2017. doi:10.1515/forma-2017-0020.Ievgen Ivanov, Artur Korniłowicz, and Mykola Nikitchenko. Implementation of the composition-nominative approach to program formalization in Mizar. The Computer Science Journal of Moldova, 26(1):59–76, 2018.Ievgen Ivanov, Artur Korniłowicz, and Mykola Nikitchenko. On an algorithmic algebra over simple-named complex-valued nominative data. Formalized Mathematics, 26(2):149–158, 2018. doi:10.2478/forma-2018-0012.Ievgen Ivanov, Artur Korniłowicz, and Mykola Nikitchenko. An inference system of an extension of Floyd-Hoare logic for partial predicates. Formalized Mathematics, 26(2): 159–164, 2018. doi:10.2478/forma-2018-0013.Ievgen Ivanov, Artur Korniłowicz, and Mykola Nikitchenko. Partial correctness of GCD algorithm. Formalized Mathematics, 26(2):165–173, 2018. doi:10.2478/forma-2018-0014.Ievgen Ivanov, Artur Korniłowicz, and Mykola Nikitchenko. On algebras of algorithms and specifications over uninterpreted data. Formalized Mathematics, 26(2):141–147, 2018. doi:10.2478/forma-2018-0011.Artur Kornilowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. Formalization of the algebra of nominative data in Mizar. In Maria Ganzha, Leszek A. Maciaszek, and Marcin Paprzycki, editors, Proceedings of the 2017 Federated Conference on Computer Science and Information Systems, FedCSIS 2017, Prague, Czech Republic, September 3–6, 2017., pages 237–244, 2017. ISBN 978-83-946253-7-5. doi:10.15439/2017F301.Artur Kornilowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. Formalization of the nominative algorithmic algebra in Mizar. In Leszek Borzemski, Jerzy Świątek, and Zofia Wilimowska, editors, Information Systems Architecture and Technology: Proceedings of 38th International Conference on Information Systems Architecture and Technology – ISAT 2017 – Part II, Szklarska Poręba, Poland, September 17–19, 2017, volume 656 of Advances in Intelligent Systems and Computing, pages 176–186. Springer, 2017. ISBN 978-3-319-67228-1. doi:10.1007/978-3-319-67229-8_16.Artur Korniłowicz, Andrii Kryvolap, Mykola Nikitchenko, and Ievgen Ivanov. An approach to formalization of an extension of Floyd-Hoare logic. In Vadim Ermolayev, Nick Bassiliades, Hans-Georg Fill, Vitaliy Yakovyna, Heinrich C. Mayr, Vyacheslav Kharchenko, Vladimir Peschanenko, Mariya Shyshkina, Mykola Nikitchenko, and Aleksander Spivakovsky, editors, Proceedings of the 13th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, Kyiv, Ukraine, May 15–18, 2017, volume 1844 of CEUR Workshop Proceedings, pages 504–523. CEUR-WS.org, 2017.Artur Korniłowicz, Ievgen Ivanov, and Mykola Nikitchenko. Kleene algebra of partial predicates. Formalized Mathematics, 26(1):11–20, 2018. doi:10.2478/forma-2018-0002.Andrii Kryvolap, Mykola Nikitchenko, and Wolfgang Schreiner. Extending Floyd-Hoare logic for partial pre- and postconditions. In Vadim Ermolayev, Heinrich C. Mayr, Mykola Nikitchenko, Aleksander Spivakovsky, and Grygoriy Zholtkevych, editors, Information and Communication Technologies in Education, Research, and Industrial Applications: 9th International Conference, ICTERI 2013, Kherson, Ukraine, June 19–22, 2013, Revised Selected Papers, pages 355–378. Springer International Publishing, 2013. ISBN 978-3-319-03998-5. doi:10.1007/978-3-319-03998-5_18.Volodymyr G. Skobelev, Mykola Nikitchenko, and Ievgen Ivanov. On algebraic properties of nominative data and functions. In Vadim Ermolayev, Heinrich C. Mayr, Mykola Nikitchenko, Aleksander Spivakovsky, and Grygoriy Zholtkevych, editors, Information and Communication Technologies in Education, Research, and Industrial Applications – 10th International Conference, ICTERI 2014, Kherson, Ukraine, June 9–12, 2014, Revised Selected Papers, volume 469 of Communications in Computer and Information Science, pages 117–138. Springer, 2014. ISBN 978-3-319-13205-1. doi:10.1007/978-3-319-13206-8_6.27218919

Chemistry education students’ perception toward their learning outcomes during online learning

This study aims to determine the self-perception of chemistry education students related to online learning in the UIN Ar-Raniry. This descriptive research involved chemistry education students of the 2019 batch. Their perception was obtained using an online questionnaire with 15 questions. It can be concluded that implementing the online learning system does not entirely affect students' learning outcomes. REFERENCESAl-Idrus, S. W., Muti’ah, M., & Rahmawati, R. (2021). Analisis Proses Pembelajaran Daring Selama Pandemi Covid-19 pada Mahasiswa Program Studi Pendidikan Kimia FKIP UNRAM. PENSA, 3(1 SE-Articles). https://ejournal.stitpn.ac.id/index.php/pensa/article/view/1246Arisandi, Y., Dasna, I. W., Sumari, S., Habiddin, H., Ibnu, S., & Subandi. (2021). Promoting vocational students' perception and achievement towards Chemistry: SPARE Learning Strategy for students majoring in Automotive Engineering. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 6357–6365.Belawati, T. (2019). Pembelajaran Online. Universitas Terbuka.Habiddin, H., Yahmin, Y., Retnosari, R., Muarifin, M., Aziz, A. N., Husniah, I., & Anwar, L. (2020). Chemistry students' attitude towards chemistry. AIP Conference Proceedings, 2215(1), 20005. https://doi.org/10.1063/5.0000496Mandailina, V., Pramita, D., & Haifaturrahmah, H. (2021). Pembelajaran Daring Dalam Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Selama Pandemi Covid-19: Sebuah Meta-Analisis. Indonesian Journal of Educational Science (IJES), 3(2), 120–129.Pratiwi, N. N., & Puspasari, D. (2021). PENGARUH PENGGUNAAN PEMBELAJARAN DARING TERHADAP HASIL BELAJAR SISWA. JAMP : Jurnal Administrasi Dan Manajemen Pendidikan; Vol 4, No 4 (2021): Volume 4 No 4 Desember 2021. https://doi.org/10.17977/um027v4i42021p320Purwanto, A., Pramono, R., Asbari, M., Hyun, C. C., Wijayanti, L. M., Putri, R. S., & Santoso,  priyono B. (2020). Studi Eksploratif Dampak Pandemi COVID-19 Terhadap Proses Pembelajaran Online di Sekolah Dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1–12.Putri, M., & Kurniawati, Y. (2021). Students' learning interest using computer and android in acid base teaching. J-PEK (Jurnal Pembelajaran Kimia), 6(2), 63–71. http://dx.doi.org/10.17977/um026v6i22021p063Putria, H., Maula, L. H., & Uswatun, D. A. (2020). Analisis Proses Pembelajaran dalam Jaringan (DARING) Masa Pandemi Covid- 19 Pada Guru Sekolah Dasar. Jurnal Basicedu, 4(4), 861–872.Riyana, C. (2019). Produksi Bahan Pembelajaran Berbasis Online. Universitas Terbuka.Wardani, S., Haryani, S., Harmiasri, R., & Sari, N. N. (2022). Implementation of Online Learning to Prepare the Youth Generation in the Disruptive Era. J-PEK (Jurnal Pembelajaran Kimia), 7(1), 9–21. https://doi.org/http://dx.doi.org/10.17977/um026v7i12022p00

Flexible learning in computer science

This paper outlines the concept of Flexible Pedagogy and how it can assist in addressing some of the issues facing STEM disciplines in general, and Computer Science in particular. The paper considers what flexible pedagogy is and how technologies developed by Computer Science can enable flexibility. It then describes some of the issues facing STEM education, with a particular focus on Computer Science education in Higher Education. Finally, it considers how flexible approaches to teaching and learning are particularly pertinent to the issues faced in Computer Science and future opportunities

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

Development and Evaluation of the Nebraska Assessment of Computing Knowledge

One way to increase the quality of computing education research is to increase the quality of the measurement tools that are available to researchers, especially measures of students’ knowledge and skills. This paper represents a step toward increasing the number of available thoroughly-evaluated tests that can be used in computing education research by evaluating the psychometric properties of a multiple-choice test designed to differentiate undergraduate students in terms of their mastery of foundational computing concepts. Classical test theory and item response theory analyses are reported and indicate that the test is a reliable, psychometrically-sound instrument suitable for research with undergraduate students. Limitations and the importance of using standardized measures of learning in education research are discussed

An Evaluation of eScience Lab Kits for Online Learning

Higher education online science courses generally lack the hands-on components essential in understanding theories, methods, and techniques in chemistry and biology. Companies like eScience Labs construct kits to facilitate online learning, which provide students with hands-on activities relevant to their science courses. In order to evaluate ease, efficacy, and comprehension of the forensic science kits by eScience Labs was completed while writing observations of the activities during and after completion; the lab manual learning objectives were compared to results of activities and two stopwatches took elapsed time of each activity to compare with the stated times in the kit manual. This method determined that the eScience manual does not provide enough information for a college freshman to fully understand the topic; however, combining these labs with professor provided online lectures would allow full comprehension of the forensic science applications or techniques. Recommendations to obtain maximum learning outcomes include requiring the completion of prerequisites like algebra and general chemistry. With these aspects combined, the eScience lab kit is a great addition to an introductory forensic science course as it provides safe and interactive hands-on activities