Computer virus-antivirus coevolution
Communications of the ACM
Models of computation and formal languages
Models of computation and formal languages
Using JFLAP to interact with theorems in automata theory
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
How we know what technology can do
Communications of the ACM
Constructivism in computer science education
Journal of Computers in Mathematics and Science Teaching
Reducing abstraction level when learning computability theory concepts
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Hypercomputation: hype or computation?
Communications of the ACM - Evolving data mining into solutions for insights
Elements of the Theory of Computation
Elements of the Theory of Computation
Introduction to Automata Theory, Languages and Computability
Introduction to Automata Theory, Languages and Computability
Interactive Pushdown Automata Animation
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Using theoretical computer simulators for formal languages and automata theory
ACM SIGCSE Bulletin
A visual and interactive automata theory course emphasizing breadth of automata
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Teaching theoretical computer science using a cognitive apprenticeship approach
Proceedings of the 45th ACM technical symposium on Computer science education
What makes big-O analysis difficult: understanding how students understand runtime analysis
Journal of Computing Sciences in Colleges
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An undergraduate course in Formal Languages and Automata Theory (FLAT) involves different topics that are core to the CS curricula and whose level of abstraction makes them difficult both to teach and to learn. Such difficulty stems from the complexity of the abstract notions involved and the required mathematical background. Surveys conducted among our students showed that many of them were applying some theoretical concepts mechanically rather than developing a significant learning of them, leading to a lack of motivation and interest. To cope with this problem, we introduced a number of didactic strategies based on a constructivist approach. The main aim of the proposed strategies is to promote a more significant learning of several important FLAT topics.