ABSTRACT
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.
- Astrachan, O., Berry, G., Cox, L., & Mitchener, G. (1998). Design patterns: An essential component of CS curricula. Proceedings of SIGCSE '98, 153--160. Google ScholarDigital Library
- Clancy, M. J., & Linn, M. C. (1999). Patterns and pedagogy. Proceedings of SIGCSE '99, 37--42. Google ScholarDigital Library
- Clement, C. A., Kurland, D. M., Nawby, R., & Pea, R. D. (1986). Analogical reasoning and computer programming. Journal of Educational Computing Research, 2(4), 473--485.Google ScholarCross Ref
- East, J. P., Thomas, S. R., Wallingford, E., Beck, W., & Drake, J. (1996). Pattern-based programming instruction. Proceedings of the ASEE Annual Conference and Exposition, Washington DC.Google Scholar
- Elio, R., & Scharf., P. B. (1990). Modeling novice-to-expert shifts in problem-solving strategy and knowledge organization. Cognitive Science, 14, 579--639.Google ScholarCross Ref
- Ginat, D., Haberman, B., Cohen, D., Catz, D., Muller, O., & Menashe, E. (2001). Patterns in computer science. Tel Aviv University. (in Hebrew)Google Scholar
- Grandegenett, N., & Thompson, A. (1991). Effects of guided programming instruction on the transfer of analogical reasoning. Journal of Educational Computing Research, 7(3), 293--308.Google ScholarCross Ref
- Haberman, B. (2004). High school students' attitudes regarding procedural abstraction. Education and Information Technologies, 9(2), 131--145. Google ScholarDigital Library
- Machanick, P. The abstraction-first approach to data abstraction and algorithms. Computers & Education, 31(2), (1998), 135--150. Google ScholarDigital Library
- Marshall, S. P. (1995). Schemas in problem solving. New York: Cambridge University Press.Google ScholarCross Ref
- Muller, O. (2005). Pattern oriented instruction and the enhancement of analogical reasoning. Proceedings of ICER '05 Workshop, 57--67. Google ScholarDigital Library
- Muller, O., Haberman, B., & Averbuch, H. (2004). (An almost) pedagogical pattern for pattern-based problem-solving instruction. Proceedings of ITiCSE '04, 102--106. Google ScholarDigital Library
- Paas, F., Renkl, A., & Sweller., J. (2003). Cognitive load theory and instructional design: recent developments. Educational Psychologist, 38(1), 1--4.Google ScholarCross Ref
- Proulx, V. K. (2000). Programming patterns and design patterns in the introductory computer science course. Proceedings of SIGCSE '2000, 80--84. Google ScholarDigital Library
- Reed, D. (1999). Incorporating problem-solving patterns in CS1. Journal of Computer Science Education, 13(1), 6--13. Google ScholarDigital Library
- Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: a review and discussion. Computer Science Education, 13(2), 137--172.Google ScholarCross Ref
- Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in Mathematics. In D. A. Grouws, (Ed.) Handbook of Research on Mathematics Teaching and Learning. New York: Macmillen Publishing Company, 334--379.Google Scholar
- Soloway, E. (1986). Learning to program=learning to construct mechanisms and explanations. Communications of the ACM, 29(9), 1031--1048. Google ScholarDigital Library
- Wallingford, E. (1996). Toward a first course based on object-oriented patterns. Proceedings of SIGCSE '96, 27--31. Google ScholarDigital Library
Index Terms
- Pattern-oriented instruction and its influence on problem decomposition and solution construction
Recommendations
Pattern oriented instruction and the enhancement of analogical reasoning
ICER '05: Proceedings of the first international workshop on Computing education researchDeveloping solutions to recurring algorithmic and design problems in various contexts constitutes a fundamental part of computer science (CS) and software engineering. A main principle in software development is the transfer of solutions from previously ...
Pattern-oriented instruction and its influence on problem decomposition and solution construction
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education (ITiCSE'07)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 ...
Pattern-oriented Instruction and Students' Abstraction Skills
ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2Pattern-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 ...
Comments