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Article: Promoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning styles

TitlePromoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning styles
Authors
KeywordsImproving classroom teaching
Pedagogical issues
Programming and programming languages
Secondary education
Teaching/learning strategies
Issue Date2010
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers And Education, 2010, v. 54 n. 1, p. 275-288 How to Cite?
AbstractIt has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students' mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study attempted to use gender and learning styles to associate mental models in learning sorting algorithm. The Gregorc Style Delineator (GSD) was used to measure learning styles of the participants. Mental models were assessed using the Pathfinder Scaling Algorithm (PSA). Results indicated that females showed greater similarity in mental models than males and concrete learners also exhibited closer resemblance to the expert mental model than abstract learners. These suggest that gender and learning styles can be meaningfully used to associate mental models in order to provide a group-based instead of individual-based diagnosis and thus promote conceptual change in learning. © 2009 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/125498
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLau, WWFen_HK
dc.contributor.authorYuen, AHKen_HK
dc.date.accessioned2010-10-31T11:34:52Z-
dc.date.available2010-10-31T11:34:52Z-
dc.date.issued2010en_HK
dc.identifier.citationComputers And Education, 2010, v. 54 n. 1, p. 275-288en_HK
dc.identifier.issn0360-1315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125498-
dc.description.abstractIt has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students' mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study attempted to use gender and learning styles to associate mental models in learning sorting algorithm. The Gregorc Style Delineator (GSD) was used to measure learning styles of the participants. Mental models were assessed using the Pathfinder Scaling Algorithm (PSA). Results indicated that females showed greater similarity in mental models than males and concrete learners also exhibited closer resemblance to the expert mental model than abstract learners. These suggest that gender and learning styles can be meaningfully used to associate mental models in order to provide a group-based instead of individual-based diagnosis and thus promote conceptual change in learning. © 2009 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compeduen_HK
dc.relation.ispartofComputers and Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectImproving classroom teachingen_HK
dc.subjectPedagogical issuesen_HK
dc.subjectProgramming and programming languagesen_HK
dc.subjectSecondary educationen_HK
dc.subjectTeaching/learning strategiesen_HK
dc.titlePromoting conceptual change of learning sorting algorithm through the diagnosis of mental models: The effects of gender and learning stylesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0360-1315&volume=54&issue=1&spage=275&epage=288&date=2010&atitle=Promoting+conceptual+change+of+learning+sorting+algorithm+through+the+diagnosis+of+mental+models:+The+effects+of+gender+and+learning+styles-
dc.identifier.emailLau, WWF: wwflau@hku.hken_HK
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_HK
dc.identifier.authorityLau, WWF=rp01723en_HK
dc.identifier.authorityYuen, AHK=rp00983en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.compedu.2009.08.014en_HK
dc.identifier.scopuseid_2-s2.0-74249083205en_HK
dc.identifier.hkuros179439en_HK
dc.identifier.hkuros216100-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-74249083205&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume54en_HK
dc.identifier.issue1en_HK
dc.identifier.spage275en_HK
dc.identifier.epage288en_HK
dc.identifier.isiWOS:000272310100026-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLau, WWF=26648932200en_HK
dc.identifier.scopusauthoridYuen, AHK=8983762600en_HK
dc.identifier.citeulike5776601-

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