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Title: Conceptual models and cognitive learning styles in teaching recursion
Authors: 國立臺灣師範大學資訊教育研究所
Wu, Cheng-Chih
Dale, Nell B.
Bethel, Lowell J.
Issue Date: 26-Feb-1998
Publisher: ACM
Abstract: 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.
ISBN: 089-791-994-7
Other Identifiers: ntnulib_tp_A0905_02_008
Appears in Collections:教師著作

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