Conceptual models and cognitive learning styles in teaching recursion

Wu, Cheng-Chih; Dale, Nell; Bethel, Lowell J.

doi:10.1145/273133.274315

Cited by 65 publications

(41 citation statements)

References 14 publications

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“…Similarly, Rasmussen and Davidson-Shivers, [31]; Bostrom, Olfman and Sein, [32] and Wu, Dale and Bethel [33] all have reported that convergers and assimilators individuals are successful in learning computers and programming. Ben-Ari [34] and Machanick [35] investigated the cognitive and social aspects of learning leading to a greater understanding of students" preferences and performance in computer science education Campbell and Johnstone [22] studied student"s learning style and their achievement in their first year programming class using Kolb model.…”

Section: Learning Style and Student Achievements In Programming Coursementioning

confidence: 90%

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Seyal¹,

Mey²,

Matusin³

et al. 2015

IJCTE

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Abstract-This pioneering study investigates the students' learning style in understanding their performance in computer programming course where they enroll for their first year of Bachelor of Internet computing degree program. The data was collected from cohort of students who appeared for their first year examination in programming concept module and were given Kolb inventory of learning style. The result through Chisquare test confirmed that there existed a relationship between learning test and students' performance in programming module. Moreover, students with converging and assimilating learning styles are significant and are closely associated with their pass or credit grade. Based upon the results, some recommendations were made in order to enhance teaching and learning programming.

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Section: Learning Style and Student Achievements In Programming Coursementioning

confidence: 90%

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Seyal¹,

Mey²,

Matusin³

et al. 2015

IJCTE

View full text Add to dashboard Cite

show abstract

“…A conceptual model provides a singular representation for a concept, system or event, and must be complete, coherent and precise. For recursion, there are some conceptual models widely accepted and used for teaching recursion [19] [42]. The most abstract one is the inductive model, defined as a mathematical formula where the base case is directly identified.…”

Section: B Recursion Visualizationmentioning

confidence: 99%

SRec and VAST: Visualizing Software with a Student-Centered Aim

Almeida-Martínez¹,

Pérez-Carrasco²

2015

IJIMAI

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-This paper reviews software visualization focused on the educational environment. Software visualization is a very wide study field, so we have focused on two areas: recursion visualization and parsers' visualization. The paper contains a retrospective about what has been made on it, what lacks we have found and the solution provided by the authors: SRec and VAST, two software tools trying to make a significant difference between them and the software made before.

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“…There have been many papers on teaching recursion (for example, Wu et al [8]), but only a few have focused on structural recursion. Structural recursion is very common in functional programming languages.…”

Section: Related Workmentioning

confidence: 99%

Why structural recursion should be taught before arrays in CS 1

Bruce¹,

Danyluk²,

Murtagh³

2005

Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education

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The approach to teaching recursion in introductory programming courses has changed little during the transition from procedural to object-oriented languages. It is still common to present recursion late in the course and to focus on traditional, procedural examples such as calculating factorials or solving the Towers of Hanoi puzzle. In this paper, we propose that the shift to object-oriented programming techniques calls for a significant shift in our approach to teaching recursion. First, we argue that in the context of object-oriented programming students should be introduced to examples of simple recursive structures such as linked lists and methods that process them, before being introduced to traditional procedural examples. Second, we believe that this material should be presented before students are introduced to structures such as arrays. In our experience, the early presentation of recursive structures provides the opportunity to reinforce the fundamentals of defining and using classes and better prepares students to appreciate the reasons to use classes to encapsulate access to other data structures when they are presented.

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Conceptual models and cognitive learning styles in teaching recursion

Cited by 65 publications

References 14 publications

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

SRec and VAST: Visualizing Software with a Student-Centered Aim

Why structural recursion should be taught before arrays in CS 1

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