Conceptual models and cognitive learning styles in teaching recursion

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

研究成果: 書貢獻/報告類型會議貢獻

9 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
主出版物標題Poceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE
編輯D. Joyce
發行者ACM
頁面292-296
頁數5
出版狀態已發佈 - 1998
事件Proceedings of the 1998 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE - Atlanta, GA, USA
持續時間: 1998 二月 251998 三月 1

其他

其他Proceedings of the 1998 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE
城市Atlanta, GA, USA
期間98/2/2598/3/1

    指紋

ASJC Scopus subject areas

  • Engineering(all)

引用此

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