“Operation Recreation: Adventure Challenge”: Teaching Programming through Problem-Based Learning Theory

Haas, Cathryn; Furman, Nathan

doi:10.1080/1937156x.2008.11949613

Cited by 8 publications

(4 citation statements)

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“…We have proposed to implement the key principles of the constructivist learning theory by creating an experimental learning or more exactly a problem‐based learning (PBL) environment (Dabbagh, Jonassen, Yueh, & Samouilova, ). According to Haas and Furman () in PBL environments learners are faced with addressing a particular problem by developing specific courses of action to solve the problem. The PBL environment we have developed incorporates the following constructivist characteristics (Dabbagh & Bannan‐Ritland, ; Dabbagh et al ., ): (1) the responsibility for learning rests on the learner; (2) the knowledge has to be discovered by the learner; (3) learners are actively engaged in the learning process; (4) the learning process is characterized by moderate–progressive challenge; (5) newly obtained information has to be applied in randomly generated situations; and (6) the learning environment provides learners with helping information.…”

Section: Promoting Atmentioning

confidence: 99%

“…We have proposed to implement the key principles of the constructivist learning theory by creating an experimental learning or more exactly a problem-based learning (PBL) environment (Dabbagh, Jonassen, Yueh, & Samouilova, 2000). According to Haas and Furman (2008) in PBL environments learners are faced with addressing a particular problem by developing specific courses of action to solve the problem. The PBL environment we have developed incorporates the following constructivist characteristics (Dabbagh & Bannan-Ritland, 2005;Dabbagh et al, 2000): (1) the responsibility for learning rests on the learner; (2) the knowledge has to be discovered by the learner;…”

Section: Promoting Atmentioning

confidence: 99%

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The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

Kátai

2014

Computer Assisted Learning

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The research results we present in this paper reveal that properly calibrated e-learning tools have potential to effectively promote the algorithmic thinking of both science-oriented and humanities-oriented students. After students had watched an illustration (by a folk dance choreography) and an animation of the studied sorting algorithm (bubble sort), they were invited to predict and perform [ (1) to reconstruct on the same input; (2) to orchestrate on a random sequence stored in a white array; (3) to orchestrate on a black-box sequence] the entire step sequence of the algorithm (using the interactive visual learning environment we developed). The results of the experiment show that while science-oriented students' performance proved superior to those of their humanities-oriented colleagues, the differences were observed to diminish as both groups advanced with their e-learning tasks. Although drawing general conclusions would be premature, we can conclude that there are no unbridgeable differences in the way these two groups relate to e-learning processes that aim to promote algorithmic thinking. Our findings also emphasize the key importance of some motivational principles in facilitating algorithmic thinking: the principle of moderate and progressive challenge, the principle of gradual shift from concrete to abstract and the principle of genuine active involvement.

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Section: Promoting Atmentioning

confidence: 99%

Section: Promoting Atmentioning

confidence: 99%

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

Kátai

2014

Computer Assisted Learning

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“…Replicating this study could provide additional evidence through comparing demographics and learning outcomes from the participation in an overnight leadership day camp. In addition, applying problem-based learning proves to be a fruitful area of study in terms of teaching students how to solve, resolve, and demonstrate what they learn in the classroom (Haas & Furman, 2008). Continuing such a study could sustain the LbD program, address fiscal shortfalls, and potentially lead http://www.ejorel.com/ to the creation of an Institute for Leadership Development that offers ongoing programs and services.…”

Section: Discussionmentioning

confidence: 99%

Leadership by Design Summer Day Camp: University and High School Student Outcomes

Fortune

Roark

D'Alleva

et al. 2012

Journal of Outdoor Recreation, Education, and Leadership

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The Leadership by Design (LbD) summer day camp provided interactive learning experiences for university and high school students. While LbD is similar to other university recruitment programs, none looks directly at the learning outcomes for students through a social constructivist theory design that evaluates the acquisition of the learning outcomes. With such a design, the summer day camp offered leadership development opportunities to university students through a "live," hands-on experience in a special event management course curriculum. LbD also provided high school participants with an opportunity to explore leadership characteristics and increase their understanding of university culture. The specific purpose of the pre-and post-test study design was to evaluate the gains in learning for university students' leadership development and their course curriculum experience, and the high school students' leadership development and understanding of university culture. Wilcoxon signed-ranked results indicated statistically significant gains in all outcomes.

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“…Among the active learning strategies that allow adults to learn and retain better are the use of case studies, role-play, and the production of school improvement plans (SIPs) followed by a gallery walk, where the participants view each other's ideas, and are asked to notice how they propose to put the ideas into practice after the training. According to the literature, these teaching techniques all contribute to making learning transfer more likely to occur (Billet, 2002;Boyd & Fales, 1983;Haas & Furman, 2008;Marienau & Reed, 2008).…”

Section: Educational Leadership and Learning Transfer In Africamentioning

confidence: 99%

Low-Fee Private Schools in West Africa: Case Studies from Burkina Faso and Ghana

Brion¹

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“Operation Recreation: Adventure Challenge”: Teaching Programming through Problem-Based Learning Theory

Cited by 8 publications

References 0 publications

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

Leadership by Design Summer Day Camp: University and High School Student Outcomes

Low-Fee Private Schools in West Africa: Case Studies from Burkina Faso and Ghana

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