Using JFLAP to interact with theorems in automata theory
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Loving to learn theory: active learning modules for the theory of computing
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
Computing theory with relevance
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
Introducing practical applications into a computational theory class
Journal of Computing Sciences in Colleges
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
automata theory: its relevance to computer science students and course contents
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Realizing the promise of visualization in the theory of computing
Journal on Educational Resources in Computing (JERIC)
Constructive reduction: understanding uncomputability through programming
ACM SIGCSE Bulletin
What makes big-O analysis difficult: understanding how students understand runtime analysis
Journal of Computing Sciences in Colleges
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Engaging and maintaining student engagement with the content of a course in formal language theory and the theory of computation is notoriously difficult. A major factor is student's perception of the relevance of the required mathematical material to computer science as they have studied the discipline. Usually, the mathematical material discourages students and for many it forms an insurmountable barrier. This paper describes the construction of a course using the discovery learning technique known as the Moore Method that directly addresses student engagement with this material. The results of the delivery of this course were that students remained engaged with the course throughout the semester and enthusiastically received the pedagogical approach employed. While the course described was delivered to a small class in a liberal arts college, it may be adapted to larger class sizes and taught in any computer science program.