(An almost) pedagogical pattern for pattern-based problem-solving instruction

Computer Science Education

Haberman

2008

Self Cite

Abstraction is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in the course of solving an algorithmic problem and highlights three distinct, although interrelated, facets of abstraction: pattern recognition, black-boxing, and structure identification. A study that examined the influence of the POI approach on students' abstraction skills is described; students who learned according to the POI approach were compared with students who learned in a traditional manner with regard to analogical reasoning and problem decomposition and solution, as well as verbal expression. The three facets of abstraction were used to analyze students' abstraction skills and their competency in algorithmic problem solving.

Section: Pattern-oriented Instructionmentioning

confidence: 99%

“…A more thorough example of a sequence of problems used to teach the 'maximum' pattern was introduced in Muller, Haberman, and Averbuch (2004).…”

mentioning

confidence: 99%

Supporting abstraction processes in problem solving through pattern-oriented instruction

Computer Science Education

Haberman

2008

Self Cite

“…Illuminating various aspects of a pattern's use: Examples are designed to illuminate different aspects of a pattern's structure and use [14]. Aspects include: typical applications and special cases presented in different contexts, pattern's composition with other patterns, and common misuses of the pattern.…”

Section: B Covering a Range Of Problem Prototypesmentioning

confidence: 99%

Pattern oriented instruction and the enhancement of analogical reasoning

Proceedings of the 2005 International Workshop on Computing Education Research - ICER '05

2005

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Developing solutions to recurring algorithmic and design problems in various contexts constitutes a fundamental part of computer science (CS) and software engineering. A main principle in software development is the transfer of solutions from previously solved problems to novel ones. The ability to abstract similarities and apply previous productive experiences to new situations relates to analogical reasoning -one of the most important problem-solving heuristics.However, some of the major difficulties that CS students encounter with algorithmic problem-solving involve poor analogical reasoning skills. This paper describes a PatternOriented-Instruction (POI) approach to a computer science fundamentals course. The main principles governing the POI approach lie in defining Algorithmic Patterns -solutions to basic algorithmic problems -and in organizing course problem-solving activities around them. The POI approach is grounded in cognitive theories that deal with an individual's knowledge organization in memory. The knowledge structure is assumed to have implications with regard to problem-solving performance. The aim of our research is to explore how a course designed according to the POI approach affects students' analogical reasoning when they analyze an algorithmic problem and design a solution.

“…One important reason for educators to argue against the objects early approach is their concern that starting with objects results in the learning of algorithmic problem-solving to be neglected [4]. In this poster we present a pedagogical framework for an introductory multiple-goal course in OOP based on weaving algorithmic pattern-based problem solving activities into OOD/P instruction [5].…”

mentioning

confidence: 99%

Guidelines for a multiple-goal CS introductory course

Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education

Haberman

2005

Self Cite

Over the years educators have been debating about the most appropriate paradigm for teaching an introductory course in computer science (CS). Specifically, the pedagogical approach known as "objects early" or "objects first" is controversial [2,3,4]. One important reason for educators to argue against the objects early approach is their concern that starting with objects results in the learning of algorithmic problem-solving to be neglected [4]. In this poster we present a pedagogical framework for an introductory multiple-goal course in OOP based on weaving algorithmic pattern-based problem solving activities into OOD/P instruction [5].