Multi-facet Problem Comprehension: Utilizing an Algorithmic Idea in Different Contexts

Authors:
Bruria Haberman;Orna Muller;Haim Averbuch
Affiliations:
Computer Science Department, Holon Institute of Technology, and, Davidson Institute of Science Education, The Weizmann Institute of Science, Rehovot, Israel 76100;Science Education Department, School of Education, Tel-Aviv University, and Software Engineering Department, Ort Braude College of Engineering, Karmiel, Israel;Computer Science Group, Science Education Department, School of Education, Tel-Aviv University, Israel
Venue:
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
Year:
2008

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Abstract

Instructional design has a significant influence on the construction of knowledge, especially for novices. Specifically, the way the instruction of algorithmic problem solving is designed has a significant effect on the development of the student's capabilities to analyze and solve problems. We present a pedagogical approach regarding teaching algorithmic problem solving, which is based on the assimilation of a new concept by demonstrating its different facets through a variety of relevant examples. The approach aims to support multi-facet problem comprehension, as well as to enhance the student's ability to utilize algorithmic ideas in different contexts. The approach was introduced to computer science teachers through a workshop activity aimed at discussing the topic of evaluating the complexity level of problems and their challenging characteristics. We think that an activity of this kind is beneficial for raising teachers' awareness of the way they select problems in order to develop students' problem-solving skills.