An experimental-research design was implemented in an attempt to understand how different types of conceptual models and cognitive learning styles influence novice programmers when learning recursion. The results indicate that in teaching recursion to novice programmers:. concrete conceptual models are better than abstract , conceptual models, . novices with abstract learning styles perform ,better than those with concrete learning styles, . abstract learners do not necessarily benefit more from abstract conceptual models, and . concrete learners do not necessarily benefit more from concrete conceptual models.tend to develop an incorrect mental model of recursion.Conceptual models, such as the Russian Dolls model, the process tracing model, and the mathematical induction model, have been used in 'teaching recursion to novice programmers. It is hoped that these models will facilitate the learning of recursion by helping students develop an accurate mental model of recursion. In addition to conceptual models, individual differences such as cognitive learning styles, cognitive abilities, and previous experiences with a similar system play a role in the mental model formation process of learning computer systems [2,9,20]. There is evidence that individual cognitive learning styles are related to programming ability in novice programmers [3,231.

The ProblemThe purpose of this investigation was to study the effect of a science methods course on the philosophical view of science among elementary education majors. Design of the StudyA nonrandomized, equivalent control group, pre-postdesign was utilized. The three treatment groups consisted of a total of 56 students enrolled in elective elementary science 289 0

The purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four‐Group experimental design was employed. Pre‐ and posttesting was performed by use of the Goldstein‐Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher‐pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children.

,An experimental-research design was implemented in an attempt to understand how different types of conceptual models and cognitive learning styles influence novice programmers when learning recursion. The results indicate that in teaching recursion to novice programmers: . concrete conceptual models are better than abstract , conceptual models, . novices with abstract learning styles perform ,better than those with concrete learning styles, . abstract learners do not necessarily benefit more from abstract conceptual models, and . concrete learners do not necessarily benefit more from concrete conceptual models.tend to develop an incorrect mental model of recursion.Conceptual models, such as the Russian Dolls model, the process tracing model, and the mathematical induction model, have been used in 'teaching recursion to novice programmers. It is hoped that these models will facilitate the learning of recursion by helping students develop an accurate mental model of recursion. In addition to conceptual models, individual differences such as cognitive learning styles, cognitive abilities, and previous experiences with a similar system play a role in the mental model formation process of learning computer systems [2,9,20]. There is evidence that individual cognitive learning styles are related to programming ability in novice programmers [3,231.

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