The effects of mind mapping with cooperative learning on programming performance, problem solving skill and metacognitive knowledge among computer science students

Journal of Educational Computing Research

Volumn 42, Issue 1, 2010, Pages 35-61

  Ismail, Mohd Nasir ^a   Ngah, Nor Azilah ^b   Umar, Irfan Naufal ^b  

^a Faculty of Information Management   (Malaysia)

^b SCHOOL OF PHYSICS   (Malaysia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 76149115240     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/EC.42.1.b     Document Type: Article

References (45)

1. All, A. C., & Havens, R. L. (1997). Cognitive/concept mapping: A teaching strategy for nursing. Journal of Advanced Nursing, 25, 1210-1219.
2. All, A. C., Huycke, L. I., & Fisher, M. J. (2003). Instructional tools for nursing education: Concept maps. Nursing Education Perspectives, 24(6), 311-317.
3. Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210.
4. Anderson, L. W., & Krathwohl, D. R. (Eds. ). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives (Abridged ed. ). New York: Longman.
5. Blackwell, A. F. (2002). What is programming? Proceedings of the 14th Annual Workshop of the Psychology of Programming Interest Group (PPIG), BrunelUniversity, 14, 204-218.
6. Bonar, J., & Soloway, E. (1989). Pre-programming knowledge: A major source of misconceptions in novice programmers. In E. Soloway & J. C. Spohrer (Eds. ), Studying the novice programmer (pp. 325-354). Mahwah, NJ: Erlbaum.
7. Brinkmann, A. (2003). Graphical knowledge display: Mind mapping and concept mapping as efficient tools in mathematics education. Mathematics Education Review, 16, 35-48.
8. Brown, A. L., & Palincsar, A. S. (1989). Guided cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed. ), Knowing, learning and instruction: Essays in honor of Robert Closer (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Buzan, T. (2002). How to mind map: Make the most of your mind and learn how to create, organize, and plan. Great Britain: Martins the Printers Limited.
10. Buzan, T., & Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brain's untapped potential. New York: Penguin Group.
11. Cohen, L., & Mannion, L. (1994). Research methods in education. London: Routledge.
12. Dale, N., Weems, C., & Headington, M. (1996). Programming and problem solving with C++. Boston, MA: Jones and Bartlett Publishers.
13. Felder, R. M. (1996). Active-inductive-cooperative learning: an instructional model for chemistry? Journal of Chemical Education, 73, 832-836.
14. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11. 0 update (4th ed. ). Boston, MA: Allyn & Bacon.
15. Hemmerich, H., Lim, W., & Neel, K. (1994). Prime time: Strategies for life-long learning in mathematics and science in the middle and high school grades. Portsmouth: Heinemann.
16. Henderson, P. B. (1986). Anatomy of an introductory computer science course. Proceedings of the 17th SIGCSE '86: Technical symposium on Computer Science Education (pp. 257-264). New York: ACM Press.
17. Hill, L. H. (2004). Concept mapping in a pharmacy communications course to encourage meaningful student learning. American Journal of Pharmaceutical Education, 68(5), Article 109.
18. Ismail, M. N., Ngah, N. A., & Umar, I. N. (2006). Instructional strategy in the teaching of computer programming: What exactly is the problem? Proceedings of the Malaysian Educational Technology Association (META) 19th Convention, 1, 267-273.
19. Jenkinson, C., Coulter, A., & Wright, L. (1993). Short form 36(SF36) health survey questionnaire: Normative data for adults of working age. British Medical Journal, 306, 1437-1440.
20. Johnson, D. W., & Johnson, R. T. (1992). Encouraging thinking through constructive controversy. In N. Davidson & T. Worsham (Eds. ), Enhancing thinking through cooperative learning (pp. 120-138). New York: College Teachers Press.
21. Lawson, A. E. (1995). Science teaching and the development of thinking. California: Wadsworth.
22. Lawson, A. E. (2000). Development and validation of the classroom test of formal reasoning (Rev. ed. ). Journal of Research in Science Teaching, 15(1), 11-24.
23. Linn, M. C. (1985). The cognitive consequences of programming instruction in classrooms. Educational Researchers, 14(5), 14-16, 25-29.
24. Linn, M. C., & Clancy, M. J. (1992). The case for case studies of programming problems. Communications of the ACM, 35(3), 121-132.
25. Maheshwari, P. (1997). Teaching programming paradigms and languages for qualitative learning. Proceedings of the second Australasian Conference on Computer Science Education (pp. 32-39). New York: ACM Press.
26. Margulies, N. (1991). Mapping inner space: Learning and teaching mind mapping. Tucson, AZ: Zephyr Press.
27. Mayer, R. E. (1992). Thinking, problem solving, cognition (2nd ed. ). New York: Freeman and Company.
28. McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagen, D., Kolikant, Y., et al. (2001). A multi-national, multi-institutional study of assessment of programming skills of first-year CS students. SIGCSE Bulletin, 33(4), 125-180.
29. McGill, T. J., & Volet, S. E. (1997). A conceptual framework for analyzing students' knowledge of programming. Journal of Research on Computing in Education, 29(3), 276.
30. Novak, J. D. (1981). Applying learning psychology and philosophy to biology teaching. The American Biology Teacher, 43(1), 12-20.
31. Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates.
32. O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for analysing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds. ), Interaction in cooperative groups (pp. 120-141). Cambridge, MA: Cambridge University Press.
33. O'Neil, H., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. Retrieved April 8, 2006, from http://www. cse. ucla. edu/CRESST/Reports/ TECH463. PDF
34. Oliver, R. (1993). The contextual model: An alternative model for teaching introductory computer programming. Journal of Computers in Mathematics and Science Education, 12(2), 147-167.
35. Parham, J. R. (2003). An assessment and evaluation of computer science education. Journal of Computing Sciences in Colleges, 19(12), 115-127.
36. Piaget, J. (1972). Intellectual evolution from adolescence to adult. Human Development, 15, 1-12.
37. Reitman, W. R. (1964). Heuristic design procedures, open constraints and the structure of ill-defined problems. In M. W. Shelly & G. L., Bryan (Eds. ), Human judgements and optimality (pp. 282-315). New York: Wiley and Sons.
38. Riley, D. (1981). Teaching problem solving in an introductory computer science class. Proceedings of the Twelfth SIGCSE Technical Symposium on Computer Science Education (pp. 244-251). New York: ACM Press.
39. Roadrangka, V., Yeany, R. H., & Padila, M. J. (1983, April). The construction and validation of a group assessment of logical thinking (GALT). Paper presented at the meeting of the National Association for Research in Science Teaching, Dallas, Texas.
40. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
41. Swing, S., & Peterson, P. (1982). The relationship of student ability and small group interaction to student achievement. American Educational Research Journal, 19, 259-274.
42. Volet, S. E. (1991). Modeling and coaching of relevant metacognitive strategies for enhancing university students' learning. Learning and Instruction, 1, 319-336.
43. Vygotsky. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
44. Webb, N. M. (1983). Predicting learning from student interaction: Defining the interaction variable. Educational Psychologist, 18, 33-41.
45. Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal of Research in Mathematics Education, 22, 366-389