The challenge of promoting algorithmic thinking of both sciences- and humanities-oriented learners.
The research results we present in this paper reveal that properly calibrated e-learning tools have potential to effectively promote the algorithmic thinking of both science-oriented and humanities-oriented students. After students had watched an illustration (by a folk dance choreography) and an an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 4; pp. 287 - 300 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Aug2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109824229&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824229 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2015 vid: 31 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109824229 108376658 10.1111/jcal.12070 109824229 ppf: 287 ppct: 13 formats: tig: atl: The challenge of promoting algorithmic thinking of both sciences- and humanities-oriented learners. aug: au: Katai, Z. affil: Mathematics-Informatics Department, Sapientia University sug: subj: Critical Thinking Multimedia Utilization Teaching Methods Learning Methods Algorithms Education Human Female Male Education, Non-Traditional Students, Undergraduate Romania Romania Learning Environment Psychosocial Factors Motivation Descriptive Statistics Data Analysis Software P-Value Science Education Liberal Arts Education Female Male ab: The research results we present in this paper reveal that properly calibrated e-learning tools have potential to effectively promote the algorithmic thinking of both science-oriented and humanities-oriented students. After students had watched an illustration (by a folk dance choreography) and an animation of the studied sorting algorithm (bubble sort), they were invited to predict and perform [(1) to reconstruct on the same input; (2) to orchestrate on a random sequence stored in a white array; (3) to orchestrate on a black-box sequence] the entire step sequence of the algorithm (using the interactive visual learning environment we developed). The results of the experiment show that while science-oriented students' performance proved superior to those of their humanities-oriented colleagues, the differences were observed to diminish as both groups advanced with their e-learning tasks. Although drawing general conclusions would be premature, we can conclude that there are no unbridgeable differences in the way these two groups relate to e-learning processes that aim to promote algorithmic thinking. Our findings also emphasize the key importance of some motivational principles in facilitating algorithmic thinking: the principle of moderate and progressive challenge, the principle of gradual shift from concrete to abstract and the principle of genuine active involvement. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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