During the development of a new program for teaching the subject of computer communication at high school, we examined different ways of teaching the algorithmic aspect of communication protocols. Upon trying the "standard" frontal lecture-type presentation, only a minority of the students comprehended the protocols.In looking for an alternative way of teaching, we developed a simulation game in which the students act as the protocol components. After playing the game, they discuss the characteristics of the protocol as experienced through playing.We found the simulation game method to be far more effective than the lecture-type presentation. The simulation game method had significantly improved the level of understanding and the motivation of the students.In this paper we describe the simulation game and its didactic method and discuss the results of applying it in high school classes in Israel during the past year.
Recursion is a powerful and essential computational problem solving tool, but the concept of recursion is difficult to comprehend. Students that master the conventional programming construct of iteration in procedural programming environments, find it hard to utilize recursion.This study started as a test of CS College students' utilization of recursion. It was conducted after they have completed CS1, where they studied recursion with the C programming language. The test revealed that students adhere to the iterative pattern of "forward accumulation", due to their confidence with the iteration construct, but lack of trust of the recursion mechanism. These results motivated us to get more insight into the nature of recursion difficulties and ways to overcome them.In this paper we describe the difficulties we observed, and present a declarative, abstract, approach that contributed to overcome them. We question the emphasis that should be put on the basic computing model when presenting recursion, and argue for emphasis on the declarative approach for teaching recursion formulation in a procedural programming environment.
Novices often experience difficulties in problem analysis and solution construction. Pattern-oriented instruction (POI) is a pedagogical approach based on incorporating patterns into instruction design. It is well-grounded in cognitive theories concerning knowledge construction and organization as well as the acquisition of expertise in problem solving. We show that the incorporation of algorithmic patterns through POI may enhance the construction of algorithmic problem-solving knowledge. Findings of a comparative research study showed that novices who studied according to the POI approach exhibited better problem-solving competence than those who studied in a traditional manner. Specifically, they were more competent in problem decomposition and solution construction.
This paper presents a study of misleading intuition in the domain of algorithmic problem solving. I noticed incorrect intuitive solutions to challenging algorithmic problems and interviewed students on their solutions. The students arrived at an erroneous conviction rather rapidly and demonstrated overconfidence and reinforcement of their incorrect ideas when presented with new evidence. I present two colorful and unfamiliar algorithmic challenges posed to the students, describe and discuss my experience, and offer some suggestions for reducing the effect of misleading intuition.
Two wrongs don't make a right." In the last two years, we observed repeated hasty designs, followed by futile patching of programming solutions, which yielded (and re-yielded) erroneous outcomes. In this paper, we illuminate and illustrate diverse characteristics of these undesired design and patching phenomena, and offer a didactic approach of using them for elaborating students' awareness of rigor. We advocate such an elaboration in textbooks and teaching materials, as one may learn and benefit from the wrong way no less than the right one.
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