Impasse, conflict, and learning of CS notions

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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.

Original languageEnglish
Title of host publicationTeaching Fundamental Concepts of Informatics - 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010, Proceedings
Pages13-21
Number of pages9
DOIs
StatePublished - 2010
Event4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010 - Zurich, Switzerland
Duration: 13 Jan 201015 Jan 2010

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume5941 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010
Country/TerritorySwitzerland
CityZurich
Period13/01/1015/01/10

Keywords

  • Conflict
  • Impasse
  • Induction
  • Recursion
  • Rigor

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