Abstract
We present a study of limited adaptation of fundamental computer science notions by computer science graduates. The examined notions involve induction, recursion and rigorous justification. We devised a problem-solving activity that revealed and addressed limited assimilation of the latter notions. The activity involved impasse phenomena, which yielded an affective reaction of conflict. The epistemic curiosity that arose from the conflict was utilized to attain insightful learning and conceptual comprehension of the above notions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, L.W., Bourke, S.F.: Assessing Affective Characteristics in the Schools. Lawrence Erlbaum Associates, Mahwah (2000)
Berlyne, D.E.: Conflict, Arousal, and Curiosity. McGraw-Hill, New York (1960)
Brousseau, N.: Theory of Didactical Situations in Mathematics. Kluwer Academic Publishers, Dordrecht (1997)
Brown, S.A.: Exploring epistemological obstacles to the development of mathematics induction. In: Proc of the 11th for Research on Undergraduates Mathematics Education (2008)
Cormen, T.H., Leiserson, C.E., Rivest, R.L.: Introduction to Algorithms. MIT Press, Cambridge (1991)
Dempster, F.N., Corkill, A.J.: Interference and inhibition in cognition and behaviour: unifying themes for educational psychology. Educational Psychology Review 11(1), 1–88 (1999)
Dijkstra, E.W., et al.: A Debate on Teaching Computing Science. Communications of the ACM 32(12), 1397–1414 (1989)
Hiebert, J., Lefevre, P.: Conceptual and procedural knowledge in mathematics: an introductory analysis. In: Hiebert, J. (ed.) Conceptual and Procedural Knowledge: The case of mathematics, pp. 1–27. Lawrence Erlbaum Associates, Mahwah (1986)
Mischel, T.: Piaget: cognitive conflict and the motivation of thought. In: Mischel, T. (ed.) Cognitive Development and Epistemology. Academic Press, London (1971)
Movshovitz-Hadar, N., Hadas, R.: Preservice education of math teachers using paradoxes. Educational Studies in Mathematics 21, 265–287 (1990)
Patalano, A.L., Seifert, C.M.: Memory for impasses during problem solving. Memory & Cognition 22(2), 234–242 (1994)
Schoenfeld, A.: Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics. In: Grouws, D.A. (ed.) Handbook of Research on Mathematics Teaching and Learning, pp. 334–370. Macmillan, Basingstoke (1992)
Sierpinska, A.: Humanities students and epistemological obstacles related to limits. Educational Studies 18(4), 371–397 (1987)
Schwill, A.: Fundamental ideas of computer science. Bulletin of European Association for Theoretical Computer Science 53, 274–295 (1994)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ginat, D. (2010). Impasse, Conflict, and Learning of CS Notions. In: Hromkovič, J., Královič, R., Vahrenhold, J. (eds) Teaching Fundamentals Concepts of Informatics. ISSEP 2010. Lecture Notes in Computer Science, vol 5941. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-11376-5_2
Download citation
DOI: https://doi.org/10.1007/978-3-642-11376-5_2
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-11375-8
Online ISBN: 978-3-642-11376-5
eBook Packages: Computer ScienceComputer Science (R0)