Conceptual models and cognitive learning styles in teaching recursion

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

研究成果: 雜誌貢獻文章同行評審

38 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)292-296
頁數5
期刊SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)
30
發行號1
DOIs
出版狀態已發佈 - 1998

ASJC Scopus subject areas

  • Software
  • Food Science
  • Hardware and Architecture

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