Conceptual models and cognitive learning styles in teaching recursion

Cheng Chih Wu, Nell B. Dale, Lowell J. Bethel

Research output: Chapter in Book/Report/Conference proceedingConference contribution

9 Citations (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationPoceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE
EditorsD. Joyce
PublisherACM
Pages292-296
Number of pages5
Publication statusPublished - 1998
EventProceedings of the 1998 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE - Atlanta, GA, USA
Duration: 1998 Feb 251998 Mar 1

Other

OtherProceedings of the 1998 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE
CityAtlanta, GA, USA
Period98/2/2598/3/1

ASJC Scopus subject areas

  • Engineering(all)

Fingerprint Dive into the research topics of 'Conceptual models and cognitive learning styles in teaching recursion'. Together they form a unique fingerprint.

  • Cite this

    Wu, C. C., Dale, N. B., & Bethel, L. J. (1998). Conceptual models and cognitive learning styles in teaching recursion. In D. Joyce (Ed.), Poceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE (pp. 292-296). ACM.