Orna Muller

Pattern-oriented instruction and its influence on problem decomposition and solution construction

Novices often experience difficulties in problem analysis and solution construction. Pattern-oriented instruction (POI) is a pedagogical approach based on incorporating patterns into instruction design. It is well-grounded in cognitive theories concerning knowledge construction and organization as well as the acquisition of expertise in problem solving. We show that the incorporation of algorithmic patterns through POI may enhance the construction of algorithmic problem-solving knowledge. Findings of a comparative research study showed that novices who studied according to the POI approach exhibited better problem-solving competence than those who studied in a traditional manner. Specifically, they were more competent in problem decomposition and solution construction.

Teaching abstraction to novices: Pattern-based and ADT-based problem-solving processes

Abstraction is taught to computer-science students as part of a comprehensive curriculum. The students encounter the concept of abstraction in various contexts while learning the different modules, each of which emphasizes some specific aspects of the concept. In this paper we present two instructional approaches, both related to utilizing abstraction in problem-solving processes: (1) pattern-oriented instruction (POI), and (2) abstract data type (ADT)-oriented instruction. We present these methods with respect to their employment in teaching problem solving to novices, and elaborate on abstraction processes.

Peer-led team learning in a college of engineering: First-year students’ achievements and peer leaders’ gains

Abstract Due to high dropout rates (30%) among first-year students, our college of engineering operates programmes for promoting students’ retention and learning. The peer-led team learning (PLTL) programme accompanies Science, Technology, Engineering and Mathematics introductory courses with a high rate of failures, and incorporates workshops of small groups of students for developing active-learning and problem-solving skills. The workshops are led by outstanding students from advanced years; the peer leaders (PL). This study focused on the effects of the PLTL programme (40 workshops, 26 PLs) on the achievements of students who participated in the workshops compared with those who did not, and on its impact on the PLs. Findings reveal that workshops advance students of all levels and improve their achievements in several courses, while contributing more to students with higher academic capabilities. PLs felt satisfaction and believe they have gained self-confidence, and mentoring and communication skills for their future careers.