Learning Sorting Algorithms through Visualization Construction

Autor/inn/en	Cetin, Ibrahim; Andrews-Larson, Christine
Titel	Learning Sorting Algorithms through Visualization Construction
Quelle	In: Computer Science Education, 26 (2016) 1, S.27-43 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2016.1160664
Schlagwörter	Computer Science Education; Visualization; Teaching Methods; Mixed Methods Research; Programming; Student Attitudes; Preservice Teachers; Experimental Groups; Control Groups; Intervention; Semi Structured Interviews; Instructional Effectiveness; Learner Engagement; Foreign Countries; Achievement Tests; Attitude Measures; Laboratories; Multivariate Analysis; Turkey + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Schülerverhalten; Unterrichtserfolg; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Laboratory; Laboratorium; Multivariate Analyse; Türkei
Abstract	Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students' programming achievement and students' attitudes toward computer programming, and (ii) explore how this kind of instruction supports students' learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students' attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students' active engagement in the visualization construction activities explains only one side of students' success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01