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Curriculum Sequences Construction In A Web Based Van Hiele Tutor Using Bayesian Network

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Computers in Education Poster Session

Tagged Division

Computers in Education

Page Count

20

Page Numbers

15.338.1 - 15.338.20

DOI

10.18260/1-2--16381

Permanent URL

https://peer.asee.org/16381

Download Count

224

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Paper Authors

biography

J. Wey Chen Southern Taiwan University

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Dr. J. Wey Chen is a Visiting Professor in the Department of Information System at Southern Taiwan University. He formerly served a two-year appointment (2007-2009) as the Department Chair of the Department of Information Management at Southern Taiwan University and was the Computer Science Department Chair at Western State College of Colorado. His scholarly interests range widely, from computer science curriculum design to e-learning and software engineering practices.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Curriculum Sequences Construction in a Web-based van Hiele Tutor Using Bayesian Network

Abstract

Educational content on the Internet is rapidly increasing. Educational institutions and businesses are placing more course material online to supplement classroom and business training situations. Prior researchers have reported that this new web-based training technology has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This paper formulates an alternative pedagogical approach that encompasses the van Hiele Model, cognitive model, and Bayesian network to design the curriculum content and sequence, to provide intelligent navigation support, and to make individualized diagnosis of student solutions in learning computer programming possible.

Introduction

Programming is a vital area in computer science education and a fundamental part of the computer science curriculum1 . Research shows that computer programming languages help students develop problem solving ability and analytical skills2,3,4. Ebrahimi5 claims that the study of programming provides a golden opportunity for: 1) understanding human problem solving, 2) learning the important aspects of programming, and 3) contributing to the refinement of programming languages, training, tools, and design methods. In addition, programming experience as a part of IT education allows students to get a better understanding of software, which is an essential part of computers6.

Although there are a variety of possible motivations for learning to program, the task can be very difficult for beginning students of all ages7. In addition to the challenges of learning to form structured solutions to problems and understanding how programs are executed, beginning programmers also have to learn a rigid syntax and commands that may have seemingly arbitrary or perhaps confusing names. Tackling all these challenges simultaneously can be overwhelming and often discouraging for beginning programmers.

The learning and teaching of computer programming and that of geometry have many common features. The van Hiele’s five-phase learning model for teaching computer programming has the

Chen, J. W. (2010, June), Curriculum Sequences Construction In A Web Based Van Hiele Tutor Using Bayesian Network Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16381

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