El uso de prolog en el aula: de lógica a inteligencia artificial
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Universidad Distrital Francisco José de Caldas
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Con base en nuestra experiencia docente, se evidencia la necesidad de darle a Prolog más relevancia en el curso inicial de Lógica Matemática, mostrando cómo a través del uso de Prolog es posible desarrollar muchas ideas en el alumno, entre las que se destacan el entendimiento de ejercicios netamente procedimentales y la especificación para resolver situaciones en forma declarativa. Este proceso de enseñanza puede generarse construyendo una base sólida de conocimiento tanto en lógica proposicional, como en lógica de primer orden. Es por esto que se busca exponer en este artículo algunas de las alternativas para emplear Prolog (y otros lenguajes de programación declarativa como Lisp) con fines educativos, teniendo en cuenta que éste es considerado, entre otros, un lenguaje de programación, una herramienta de desarrollo de sistemas expertos, un soporte para la enseñanza de programación lógica y una herramienta que le brinda al alumno un mejor acercamiento a la Inteligencia Artificial y una posible interconexión entre estas dos áreas.
Based on our teaching experience, is evidence of the need to give ore relevance Prolog in the initial course of Mathematical Logic, showing how through the use of Prolog is possible to develop many ideas in students, among which stand out the understanding of exercises purely procedural and specification for resolving situations declaratively. This learning process can be generated by building a solid knowledge base in both propositional logic, as in first-order logic. This is why it seeks to expose in this article some of the alternatives to using Prolog (and other declarative programming languages like Lisp) for educational purposes, given that it is considered, among others, a programming language, a tool for development of expert systems, a support for teaching programming logic and a tool that gives the student a better approach to artificial intelligence and a possible interconnection between these two areas.
Based on our teaching experience, is evidence of the need to give ore relevance Prolog in the initial course of Mathematical Logic, showing how through the use of Prolog is possible to develop many ideas in students, among which stand out the understanding of exercises purely procedural and specification for resolving situations declaratively. This learning process can be generated by building a solid knowledge base in both propositional logic, as in first-order logic. This is why it seeks to expose in this article some of the alternatives to using Prolog (and other declarative programming languages like Lisp) for educational purposes, given that it is considered, among others, a programming language, a tool for development of expert systems, a support for teaching programming logic and a tool that gives the student a better approach to artificial intelligence and a possible interconnection between these two areas.
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First-order logic, Prolog, Lisp, Artificial Intelligence, teaching, Lógica de primer orden, Prolog, Lisp, Inteligencia Artificial, enseñanza.