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Dr. J. Wey Chen, Professor Department of Information Management

An Ideal van Hiele Web-based Model for Computer Programming Learning and Teaching to Promote Collaborative Learning. Dr. J. Wey Chen, Professor Department of Information Management Southern Taiwan University of Technology. Introduction. van Hiele model

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Dr. J. Wey Chen, Professor Department of Information Management

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  1. An Ideal van Hiele Web-based Model for Computer Programming Learning and Teaching to Promote Collaborative Learning Dr. J. Wey Chen, Professor Department of Information Management Southern Taiwan University of Technology

  2. Introduction • van Hiele model • adopted by Soviet educators for use in their geometry curriculum • in recent years, interest has risen in the United States (NCTM, 1989) • be applied to economics and chemistry in Holland • be verified by Fuys, Geddes, Lovett, and Tischler(1988) and Usiskin(1982)

  3. Van Hiele Model • involving five levels of thought development in geometry • focused on the role of instruction in teaching geometry and the role of instruction in helping students move from one level to the next • be first reported in companion dissertation at the University of Utrecht in 1957 ( van Hiele, 1957) • three aspects • insight • Obstacles (levels) • recognition, analysis, ordering, deduction, and rigor • Instruction (phases) • information, directed orientation, explication, free orientation, and integration

  4. An Idiosyncratic View of Teaching Programming • Boulay(1989) thought the difficulties of learning programming can be categorized into five areas • the programming environment factor which encompasses behavior of the physical machine and the semantics of the notional machine be considered in an effective instructional system design

  5. COGNITIVE ACTIVITIES CONDITIONS FOR PROGRAMMING EXPERIENCE & PRACTICE • library of familiar functions • universe of well known objects • set of already solved problems • compiled strategies • - encapsulated notion COGNITIVE TOOLS - methods - environments - job aids DOMAIN REQUIREMENTS PROBLEM SOLVING KNOWLEDGE STRUCTURE - categorization - operative ways - concepts - Relations (between) - Operations (on) - notations Acquisition for Programming Knowledge and Skills • Rogalski and Samurcay (1990)

  6. Acquisition for Programming Knowledge and Skills • Barnes, Fincher and Thompson(1997) , four-stage process of problem-solving • Understanding • Structuring and dividing • Clarifying • Finding sample I/O • Design • Finding related problems and solutions • Checking against I/O • Writing • Completing • Adaptation to problem • Review • Testing • Summarizing lessons • Booth(1992) found that they conceived learning programming in four ways • Learning a programming language • Learning to write programs in a programming language • Learning to solve problem in the form of programs • Becoming part of the programming community

  7. The Modified van Hiele Model • three major elements • the nature of insight • the levels of thought • the phases of learning • five-levels of thought • visual and orientation • descriptive and relations • implications • formal logic modification and analogy • abstraction and modeling • five sequential instructional steps • information • guided orientation • explication • free orientation • integration

  8. The Behaviors at Each Modified van Hiele Level • First Level (Visual) • Second Level (Descriptive) • Third Level (Theoretical) • Fourth Level (Formal logic Modification & Analogy) • Fifth Level (Abstraction & Modeling)

  9. Experimental Design and Controls • Follow-up interview

  10. The van Heile Web-based Model • The van Heile Web-based project to promote collaborative learning relies on six technologies • E-mail • Discussion board • Internet assignment units • Tutorial unit • Quick-run unit • Expert template

  11. The Architectural Structure of the van Hiele Web-based Project

  12. Discussion Board

  13. Tutorial Unit

  14. Example

  15. Quick-run Unit

  16. Expert Template

  17. Conclusions • We hope the proposed Modified van Hiele Model for Computer Science Teaching can help unveil the mystery of the “hidden mind” and provide a logical link for students to inductively learn problem-solving and programming skills • The success of this model is attributed to the extensive review of the available literature and to the exploratory interviews with students who participated in the first phase of study • The exploratory interviews with students and the observations generated a set of constructive data for us to devise a functional environment to support collaboration for learning programming in our second phase of study

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