Teaching and learning recursive programming: a review of the research literature
Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental...
Gespeichert in:
Veröffentlicht in: | Computer science education 2015-01, Vol.25 (1), p.37-66 |
---|---|
Hauptverfasser: | , , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 66 |
---|---|
container_issue | 1 |
container_start_page | 37 |
container_title | Computer science education |
container_volume | 25 |
creator | McCauley, Renée Grissom, Scott Fitzgerald, Sue Murphy, Laurie |
description | Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies. |
doi_str_mv | 10.1080/08993408.2015.1033205 |
format | Article |
fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1701014554</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1061158</ericid><sourcerecordid>3682450491</sourcerecordid><originalsourceid>FETCH-LOGICAL-c463t-48a65144595474274822cd7b673685f6ddbac62b2274aad02e470dd6712b0b183</originalsourceid><addsrcrecordid>eNp9kEtLxDAUhYMoOD5-glBw46Z6k-Y1rhQZXwzoQtchTVMn0ofetMr8e1NGXbhwFe4938k9HEKOKJxS0HAGej4vOOhTBlSkVVEwEFtkRhXnuaBKbJPZxOQTtEv2YnwFAKY0zMjjk7duFbqXzHZV1niL3TSgdyPG8OGzN-xf0LZt2p5nNgkfwX9mfZ0NK5-mmBxulTVh8GiHEf0B2altE_3h97tPnq8XT1e3-fLh5u7qcpk7Losh59pKQTkXc8EVZ4prxlylSqkKqUUtq6q0TrKSJcnaCpjnCqpKKspKKKku9snJ5t8U8H30cTBtiM43je18P0ZDFVCgXAie0OM_6Gs_YpfSGSo1cMX4XCZKbCiHfYzoa_OGobW4NhTM1LP56dlMPZvvnpPvaOPzGNyvZ3FPQVIqpqAXGz10dY-t_eyxqcxg102PNdrOhWiK_098AcE7i_4</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1680472496</pqid></control><display><type>article</type><title>Teaching and learning recursive programming: a review of the research literature</title><source>Access via Taylor & Francis</source><creator>McCauley, Renée ; Grissom, Scott ; Fitzgerald, Sue ; Murphy, Laurie</creator><creatorcontrib>McCauley, Renée ; Grissom, Scott ; Fitzgerald, Sue ; Murphy, Laurie</creatorcontrib><description>Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies.</description><identifier>ISSN: 0899-3408</identifier><identifier>EISSN: 1744-5175</identifier><identifier>DOI: 10.1080/08993408.2015.1033205</identifier><language>eng</language><publisher>Norwood: Routledge</publisher><subject>Best Practices ; Cognitive Structures ; Computer Science Education ; Education ; Educational Research ; Fractal analysis ; Fractals ; Instructional Effectiveness ; Learning ; Literature Reviews ; Mathematical models ; mental models ; Misconceptions ; pedagogy ; Programming ; Recursion ; Science education ; student misconceptions ; Students ; Teaching ; Teaching Methods</subject><ispartof>Computer science education, 2015-01, Vol.25 (1), p.37-66</ispartof><rights>2015 Taylor & Francis 2015</rights><rights>2015 Taylor & Francis</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c463t-48a65144595474274822cd7b673685f6ddbac62b2274aad02e470dd6712b0b183</citedby><cites>FETCH-LOGICAL-c463t-48a65144595474274822cd7b673685f6ddbac62b2274aad02e470dd6712b0b183</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/08993408.2015.1033205$$EPDF$$P50$$Ginformaworld$$H</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/08993408.2015.1033205$$EHTML$$P50$$Ginformaworld$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,59647,60436</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1061158$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>McCauley, Renée</creatorcontrib><creatorcontrib>Grissom, Scott</creatorcontrib><creatorcontrib>Fitzgerald, Sue</creatorcontrib><creatorcontrib>Murphy, Laurie</creatorcontrib><title>Teaching and learning recursive programming: a review of the research literature</title><title>Computer science education</title><description>Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies.</description><subject>Best Practices</subject><subject>Cognitive Structures</subject><subject>Computer Science Education</subject><subject>Education</subject><subject>Educational Research</subject><subject>Fractal analysis</subject><subject>Fractals</subject><subject>Instructional Effectiveness</subject><subject>Learning</subject><subject>Literature Reviews</subject><subject>Mathematical models</subject><subject>mental models</subject><subject>Misconceptions</subject><subject>pedagogy</subject><subject>Programming</subject><subject>Recursion</subject><subject>Science education</subject><subject>student misconceptions</subject><subject>Students</subject><subject>Teaching</subject><subject>Teaching Methods</subject><issn>0899-3408</issn><issn>1744-5175</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kEtLxDAUhYMoOD5-glBw46Z6k-Y1rhQZXwzoQtchTVMn0ofetMr8e1NGXbhwFe4938k9HEKOKJxS0HAGej4vOOhTBlSkVVEwEFtkRhXnuaBKbJPZxOQTtEv2YnwFAKY0zMjjk7duFbqXzHZV1niL3TSgdyPG8OGzN-xf0LZt2p5nNgkfwX9mfZ0NK5-mmBxulTVh8GiHEf0B2altE_3h97tPnq8XT1e3-fLh5u7qcpk7Losh59pKQTkXc8EVZ4prxlylSqkKqUUtq6q0TrKSJcnaCpjnCqpKKspKKKku9snJ5t8U8H30cTBtiM43je18P0ZDFVCgXAie0OM_6Gs_YpfSGSo1cMX4XCZKbCiHfYzoa_OGobW4NhTM1LP56dlMPZvvnpPvaOPzGNyvZ3FPQVIqpqAXGz10dY-t_eyxqcxg102PNdrOhWiK_098AcE7i_4</recordid><startdate>20150102</startdate><enddate>20150102</enddate><creator>McCauley, Renée</creator><creator>Grissom, Scott</creator><creator>Fitzgerald, Sue</creator><creator>Murphy, Laurie</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope></search><sort><creationdate>20150102</creationdate><title>Teaching and learning recursive programming: a review of the research literature</title><author>McCauley, Renée ; Grissom, Scott ; Fitzgerald, Sue ; Murphy, Laurie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c463t-48a65144595474274822cd7b673685f6ddbac62b2274aad02e470dd6712b0b183</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Best Practices</topic><topic>Cognitive Structures</topic><topic>Computer Science Education</topic><topic>Education</topic><topic>Educational Research</topic><topic>Fractal analysis</topic><topic>Fractals</topic><topic>Instructional Effectiveness</topic><topic>Learning</topic><topic>Literature Reviews</topic><topic>Mathematical models</topic><topic>mental models</topic><topic>Misconceptions</topic><topic>pedagogy</topic><topic>Programming</topic><topic>Recursion</topic><topic>Science education</topic><topic>student misconceptions</topic><topic>Students</topic><topic>Teaching</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McCauley, Renée</creatorcontrib><creatorcontrib>Grissom, Scott</creatorcontrib><creatorcontrib>Fitzgerald, Sue</creatorcontrib><creatorcontrib>Murphy, Laurie</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Computer science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McCauley, Renée</au><au>Grissom, Scott</au><au>Fitzgerald, Sue</au><au>Murphy, Laurie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1061158</ericid><atitle>Teaching and learning recursive programming: a review of the research literature</atitle><jtitle>Computer science education</jtitle><date>2015-01-02</date><risdate>2015</risdate><volume>25</volume><issue>1</issue><spage>37</spage><epage>66</epage><pages>37-66</pages><issn>0899-3408</issn><eissn>1744-5175</eissn><abstract>Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies.</abstract><cop>Norwood</cop><pub>Routledge</pub><doi>10.1080/08993408.2015.1033205</doi><tpages>30</tpages></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0899-3408 |
ispartof | Computer science education, 2015-01, Vol.25 (1), p.37-66 |
issn | 0899-3408 1744-5175 |
language | eng |
recordid | cdi_proquest_miscellaneous_1701014554 |
source | Access via Taylor & Francis |
subjects | Best Practices Cognitive Structures Computer Science Education Education Educational Research Fractal analysis Fractals Instructional Effectiveness Learning Literature Reviews Mathematical models mental models Misconceptions pedagogy Programming Recursion Science education student misconceptions Students Teaching Teaching Methods |
title | Teaching and learning recursive programming: a review of the research literature |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-24T17%3A47%3A03IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teaching%20and%20learning%20recursive%20programming:%20a%20review%20of%20the%20research%20literature&rft.jtitle=Computer%20science%20education&rft.au=McCauley,%20Ren%C3%A9e&rft.date=2015-01-02&rft.volume=25&rft.issue=1&rft.spage=37&rft.epage=66&rft.pages=37-66&rft.issn=0899-3408&rft.eissn=1744-5175&rft_id=info:doi/10.1080/08993408.2015.1033205&rft_dat=%3Cproquest_cross%3E3682450491%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1680472496&rft_id=info:pmid/&rft_ericid=EJ1061158&rfr_iscdi=true |