Client view first: an exodus from implementation-biased teaching

ABSTRACT

When teaching certain CS topics (e.g., abstract data types, operating systems), the instructor tries to make clear the distinction between the "client" perspective and the "implementer" perspective. But when teaching some programming language features and related programming techniques, this dichotomy often is not respected as strongly as it should be. We illustrate this with a discussion of how to teach recursion, comparing a traditional approach with one that is careful not to blur the distinctions between client view and implementer view. The latter better supports new learners in the creation of a sound and consistent mental model for developing and reasoning about programs that involve recursion.

REFERENCES

• 1: Judith Gal-Ezer , David Harel, What (else) should CS educators know?, Communications of the ACM, v.41 n.9, p.77-84, Sept. 1998 [doi>10.1145/285070.285085]
• 2: Timothy J. Long , Bruce W. Weide , Paolo Bucci , David S. Gibson , Joe Hollingsworth , Murali Sitaraman , Steve Edwards, Providing intellectual focus to CS1/CS2, Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education, p.252-256, February 26-March 01, 1998, Atlanta, Georgia, United States
• 3: Cheng-Chih Wu , Nell B. Dale , Lowell J. Bethel, Conceptual models and cognitive learning styles in teaching recursion, Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education, p.292-296, February 26-March 01, 1998, Atlanta, Georgia, United States

INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION

Additional Classification:
  K. Computing Milieux
  K.6 MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS
      K.6.1 Project and People Management
          Subjects: Training

General Terms:
Documentation, Human Factors

Keywords:
programming languages, recursion