Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes
For over a decade, a declarative approach to problem solving based on the use of abstract data types (ADTs) has been taught to high-school students as part of the logic programming instructional unit. We conducted a study aimed at assessing students' problem-solving processes when utilizing ADT...
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| Format: | Article |
| Language: | English |
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Vilnius University
2009-04-01
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| Series: | Informatics in Education |
| Subjects: | |
| Online Access: | https://infedu.vu.lt/doi/10.15388/infedu.2009.01 |
| _version_ | 1818022292538523648 |
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| author | Bruria HABERMAN Zahava SCHERZ |
| author_facet | Bruria HABERMAN Zahava SCHERZ |
| author_sort | Bruria HABERMAN |
| collection | DOAJ |
| description | For over a decade, a declarative approach to problem solving based on the use of abstract data types (ADTs) has been taught to high-school students as part of the logic programming instructional unit. We conducted a study aimed at assessing students' problem-solving processes when utilizing ADTs. The findings indicated that students' strategies that diverged from the conceptual model often cause the students to develop incorrect programs. Specifically, students have difficulties in establishing correct mapping between the problem and its abstract model - the corresponding ADT, and in establishing proper connectivity between layers of abstraction related to different stages of the problem-solving processes (e.g., between distinct programming modules). These difficulties are apparently associated with general difficulties that novices encounter when learning programming, and with the cognitive load encountered when dealing with high levels of abstraction. With the intention to reduce student difficulties, we suggest using an instructional approach designed to gradually educate the students toward attaining proficiency as ``problem solvers'' through the use of integrative knowledge and autonomous problem-solving techniques. This approach should be further evaluated regarding its feasibility and applicability to reducing students' difficulties in dealing with abstraction processes. |
| first_indexed | 2024-04-14T08:30:30Z |
| format | Article |
| id | doaj.art-cdbf7096bf714f1fa2d8e4f73b95f471 |
| institution | Directory Open Access Journal |
| issn | 1648-5831 2335-8971 |
| language | English |
| last_indexed | 2024-04-14T08:30:30Z |
| publishDate | 2009-04-01 |
| publisher | Vilnius University |
| record_format | Article |
| series | Informatics in Education |
| spelling | doaj.art-cdbf7096bf714f1fa2d8e4f73b95f4712022-12-22T02:03:56ZengVilnius UniversityInformatics in Education1648-58312335-89712009-04-018131610.15388/infedu.2009.01Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving ProcessesBruria HABERMAN0Zahava SCHERZ1Department of Computer Science, Holon Institute of Technology 52 Golomb St., P.O.B 305, Holon 58102, Israel Davidson Institute of Science Education, The Weizmann Institute of Science Rehovot 76100 IsraelDepartment of Science Teaching, The Weizmann Institute of Science Rehovot 76100 IsraelFor over a decade, a declarative approach to problem solving based on the use of abstract data types (ADTs) has been taught to high-school students as part of the logic programming instructional unit. We conducted a study aimed at assessing students' problem-solving processes when utilizing ADTs. The findings indicated that students' strategies that diverged from the conceptual model often cause the students to develop incorrect programs. Specifically, students have difficulties in establishing correct mapping between the problem and its abstract model - the corresponding ADT, and in establishing proper connectivity between layers of abstraction related to different stages of the problem-solving processes (e.g., between distinct programming modules). These difficulties are apparently associated with general difficulties that novices encounter when learning programming, and with the cognitive load encountered when dealing with high levels of abstraction. With the intention to reduce student difficulties, we suggest using an instructional approach designed to gradually educate the students toward attaining proficiency as ``problem solvers'' through the use of integrative knowledge and autonomous problem-solving techniques. This approach should be further evaluated regarding its feasibility and applicability to reducing students' difficulties in dealing with abstraction processes.https://infedu.vu.lt/doi/10.15388/infedu.2009.01logic programmingabstractionabstract data typesproblem solving |
| spellingShingle | Bruria HABERMAN Zahava SCHERZ Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes Informatics in Education logic programming abstraction abstract data types problem solving |
| title | Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes |
| title_full | Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes |
| title_fullStr | Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes |
| title_full_unstemmed | Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes |
| title_short | Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes |
| title_sort | connectivity between abstraction layers in declarative adt based problem solving processes |
| topic | logic programming abstraction abstract data types problem solving |
| url | https://infedu.vu.lt/doi/10.15388/infedu.2009.01 |
| work_keys_str_mv | AT bruriahaberman connectivitybetweenabstractionlayersindeclarativeadtbasedproblemsolvingprocesses AT zahavascherz connectivitybetweenabstractionlayersindeclarativeadtbasedproblemsolvingprocesses |