Impasse, Conflict, and Learning of CS Notions
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We present a study of limited adaptation of fundamental computer science notions by computer science graduates. The examined notions involve induction, recursion and rigorous justification. We devised a problem-solving activity that revealed and addressed limited assimilation of the latter notions. The activity involved impasse phenomena, which yielded an affective reaction of conflict. The epistemic curiosity that arose from the conflict was utilized to attain insightful learning and conceptual comprehension of the above notions.
KeywordsImpasse Conflict Induction Recursion Rigor
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