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 |
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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 2月 25 → 1998 3月 1 |
其他
其他 | Proceedings of the 1998 29th SIGCSE Technical Symposium on Computer Science Education, SIGCSE |
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城市 | Atlanta, GA, USA |
期間 | 1998/02/25 → 1998/03/01 |
ASJC Scopus subject areas
- 工程 (全部)