Abstract
This paper describes a study aimed at identifying different profiles of students' project development processes. Specifically, we assessed the use of abstract data types for the development of knowledge-based projects. The concept of abstract data types was introduced to high school students who took the course Computer Science-Logic Programming. During their studies the students learned and practiced various tools and methods of project development, one of which was based on the use of abstract data types as tools for problem solving and knowledge representation. To this end, a one-day workshop for team development of mini-projects was organized, and the whole development process was audio and video documented, categorized and analyzed. The pro- files of team behavior in the project development process were specified. The analysis of the profiles resulted in identifying four types of project development teams, all of which employed some or- ganizing tool in developing their projects. Two types of the developing teams used abstract data types and two used other methods. The findings indicated that the process of project development of those who used abstract data types was more structured and more organized than others.
Highlights
A new curriculum in Computer Science (CS) that combines both conceptual and practical issues has been implemented since 1990 in Israeli high schools
The findings indicated that the process of project development of those who used abstract data types was more structured and more organized than others
Criteria for Identifying Types of Project-Developing Teams Based on our research questions, we established three criteria according to which the profiles of the four types were specified: (1) the structure of the development process; (2) the use of ADTs; and (3) the use of practical tools
Summary
A new curriculum in Computer Science (CS) that combines both conceptual and practical issues has been implemented since 1990 in Israeli high schools. One specific goal of the curriculum is to provide the students tools that will enable them to understand the functionality of computer systems and the process of software design (Gal–Ezer et al, 1995; Gal–Ezer and Harel, 1999). This goal can be achieved by incorporating project work into the curriculum (Gal–Ezer et al, 1995; Fincher et al, 2001). Haberman community believes that the role of projects in the CS curriculum is of great importance, since it is a means for effective learning, and demonstrates the student’s mastery of skills appropriate to professional practice (Fincher et al, 2001; Gal–Ezer et al, 1995; Holcombe et al, 1998)
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