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56th Technical Symposium on Computer Science Education

作者： Nakar, Liat Armoni, Michal Weizmann Inst Sci Dept Sci Teaching Rehovot Israel

ISBN: (纸本)9798400705328

The Abstraction is a pivotal concept in computer science (CS);it is extensively utilized for various purposes such as problem simplification and algorithm design. Often considered the most important mental tool for computer scientists, abstraction is a key element in CS education and curricula. However, teaching CS abstraction is known to be difficult. One of the instructional methods offered in the literature to promote abstraction is pattern-oriented instruction (POI), which relies on algorithmic patterns and uses them as organizing principles and a central problem-solving strategy. Research has shown that using pattern-oriented instruction supports students' abstraction abilities;however, we claim that POI alone may not be sufficient and therefore deeper exploration is required to understand the relations between employing POI, teaching abstraction and developing abstraction skills. In this qualitative study, we thoroughly analyzed the teaching approaches of eight high-school CS teachers, focusing on their use of POI and how they teach abstraction (both their perceived and actual teaching approaches). The results suggest that although POI may support the perception of the teachers as promoting abstraction, its actual implementation may not fully align with this purpose.

关键词： pattern-oriented instruction lgaorithmic patterns K-12 abstraction teaching abstraction CS1 problem solving

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pattern-oriented instruction and its Influence on Meaningful Learning of Algorithmic patterns and Acquiring Fundamental Skills in Computer Science 19

Pattern-Oriented Instruction and its Influence on Meaningful...

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ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Nakar, Liat Weizmann Inst Sci Sci Teaching Rehovot Israel

ISBN: (纸本)9781450363013

pattern-oriented instruction (POI) is an instructional computer science (CS) approach that relies on algorithmic patterns (APs). Teaching through APs has been shown to help students acknowledge APs and incorporate them into their solutions, thus demonstrating abstraction skills, and particularly analogical reasoning and problem decomposition. However, further research is required to examine the influence of POI in a wider context, for example, examining the influence of POI on creativity in problem solving and specifically on the diversity of the employed problem-solving strategies.

关键词： pattern-oriented instruction algorithmic patterns introduction to computer science abstraction meaningful learning K-12

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pattern-oriented instruction and its Influence on Problem Decomposition and Solution Construction

Pattern-Oriented Instruction and its Influence on Problem De...

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12th Annual Conference on Innovation and Technology in Computer Science Education

作者： Muller, Orna Haberman, Bruria Ginat, David Tel Aviv Univ Comp Sci Grp Sci Educ Dept Sch Educ Tel Aviv Israel

ISBN: (纸本)9781595936103

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.

关键词： Algorithmic patterns pattern-oriented instruction problem solving problem decomposition

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Supporting abstraction processes in problem solving through pattern-oriented instruction

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COMPUTER SCIENCE EDUCATION 2008年第3期18卷 187-212页

作者： Muller, Orna Haberman, Bruria Tel Aviv Univ Sch Educ Sci Educ Dept Tel Aviv Israel Ort Braude Coll Software Engn Dept Karmiel Israel Holon Inst Technol Dept Comp Sci Rehovot Israel Weizmann Inst Sci Davidson Inst Sci Educ Rehovot Israel

,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.

关键词： algorithmic patterns abstraction processes algorithmic problem solving pattern-oriented instruction

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Iteratively Intervening with the "Most Difficult" Topics of an Algorithms and Complexity Course

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2017年第1期17卷 4-4页

作者： Enstrom, Emma Kann, Viggo KTH Royal Inst Technol Sch Comp Sci & Commun Dept Theoret Comp Sci Stockholm Sweden

When compared to earlier programming and data structure experiences that our students might have, the perspective changes on computers and programming when introducing theoretical computer science into the picture. Underlying computational models need to be addressed, and mathematical tools employed, to understand the quality criteria of theoretical computer science. Focus shifts from doing to proving. Over several years, we have tried to make this perspective transition smoother for the students of a third-year mandatory algorithms, data structures, and computational complexity course. The concepts receiving extra attention in this work are NP-completeness, one of the most central concepts in computer science, and dynamic programming, an algorithm construction method that is powerful but somewhat unintuitive for some students. The major difficulties that we attribute to NP-completeness are that the tasks look similar but have a different purpose than in algorithm construction exercises. Students do not immediately see the usefulness of the concept, and hence motivation could be one issue. One line of attacking NP-completeness has been to emphasize its algorithmic aspects using typical tools for teaching algorithms. Some potential difficulties associated with dynamic programming are that the method is based on a known difficult concept-recursion-and that there are many ingredients in a dynamic programming solution to a problem. For both dynamic programming and NP-completeness, we have invented several new activities and structured the teaching differently, forcing students to think and adopt a standpoint, and practice the concepts in programming assignments. Student surveys show that these activities are appreciated by the students, and our evaluations indicate that they have positive effects on learning. We believe that these activities could be useful in any similar course. The approach to improving the course is action research, and the evaluation has been done u

关键词： Algorithm visualization assessment dynamic programming NP-completeness pattern-oriented instruction proofs self-efficacy

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