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OCR
40 3 SEEING, HEARING, AND TOUCHING COMPUTER ALGORITHMS... 10 I 1 iL a THT [/ 7 fü 1 Al 64 eae 54 aaa 44 a D 3. On 24 a ea 14 BE HF 0. [CIRE HE 6 7 8 9 10 11 12 oEnd of semester Control G aTest results Control G G End_of_semester_Expenmental_G a Test_results_Expenmental_G Source: Kátai, Juhász, Adorjáni, 2008 Figure 3.6. The results of class G (12 students each in the experimental group and the control group) 10 3 8 7 6 5 44 3 4 2 4 104 12 3 4 5 6 7 8 9 0 11 12 OEnd of semester Control H aTest results Control H EEnd af semester Experimental H aTest results Experimental H Source: Kátai, Juhász, Adorjáni, 2008 Figure 3.7. The results of class H (12 students each in the experimental group and the control group) Additionally, teachers involved in the experiment state that the division of the computer programming process in two well-delimited stages (the right loop skeleton identification and its filling with the proper instructions) taught the students how useful is to design even the simplest algorithms. In other words, the presented method can be seen as a promoter of the widely applied five steps problem-solving process (1. abstraction, 2. decomposition, 3. transformation into sub-solutions, 4. recomposition into a working program, 5. evaluation). This approach has led to less mistaken algorithms. The number of such mistakes when the student knew which instructions had to be used but did not put them on the right place within the algorithm was also reduced.
