TY - GEN
T1 - Design disciplines and non-specific transfer
AU - Ginat, David
PY - 2008
Y1 - 2008
N2 - Computer science educators expect their students to develop a scientific design discipline with programs and proofs. Established acquisition of a scientific discipline encapsulates rich cognitive representation, which is reflected by competent non-specific transfer. Do computer science graduates demonstrate non-specific transfer of fundamental design notions? The study presented here reveals some undesired findings. Computer science graduates, who are engaged in teaching, showed rather limited competence with task representation and the heuristic of decomposition and (re-)composition, as well as with progression through ordered design stages. Many followed a rather unordered and unconvincing solution plan, which yielded only partial outcomes, and no conviction of exploitation. We describe our findings and offer suggestions for explicitly elaborating (sometime implicit) design notions.
AB - Computer science educators expect their students to develop a scientific design discipline with programs and proofs. Established acquisition of a scientific discipline encapsulates rich cognitive representation, which is reflected by competent non-specific transfer. Do computer science graduates demonstrate non-specific transfer of fundamental design notions? The study presented here reveals some undesired findings. Computer science graduates, who are engaged in teaching, showed rather limited competence with task representation and the heuristic of decomposition and (re-)composition, as well as with progression through ordered design stages. Many followed a rather unordered and unconvincing solution plan, which yielded only partial outcomes, and no conviction of exploitation. We describe our findings and offer suggestions for explicitly elaborating (sometime implicit) design notions.
UR - https://www.scopus.com/pages/publications/47749125008
U2 - 10.1007/978-3-540-69924-8_8
DO - 10.1007/978-3-540-69924-8_8
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AN - SCOPUS:47749125008
SN - 3540699236
SN - 9783540699231
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 87
EP - 98
BT - Informatics Education - Supporting Computational Thinking - Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008, Proceedings
T2 - 3rd International Conference on Informatics in Secondary Schools - Evolution and Perspective, ISSEP 2008
Y2 - 1 July 2008 through 4 July 2008
ER -