Curriculum Sequences Construction In A Web Based Van Hiele Tutor Using Bayesian Network
- Conference
- Location
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Louisville, Kentucky
- Publication Date
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June 20, 2010
- Start Date
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June 20, 2010
- End Date
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June 23, 2010
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Computers in Education
- Page Count
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20
- Page Numbers
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15.338.1 - 15.338.20
- DOI
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10.18260/1-2--16381
- Permanent URL
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https://peer.asee.org/16381
- Download Count
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746
Paper Authors
J. Wey Chen Southern Taiwan University
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.
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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