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How to Teach Problem Solving and Algorithm Design in High Schools by Constructive Induction or How to Reach True Competences in Informatics Education

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Title: How to Teach Problem Solving and Algorithm Design in High Schools by Constructive Induction or How to Reach True Competences in Informatics Education
Language: English
Authors: Juraj Hromkovic, Regula Lacher
Source: Informatics in Education. 2025 24(1):99-144.
Availability: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Peer Reviewed: Y
Page Count: 46
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Descriptors: Algorithms, Computer Science Education, High School Students, Teaching Methods, Problem Solving, Logical Thinking, Instructional Design, Lesson Plans
ISSN: 1648-5831
2335-8971
Abstract: The design of algorithms is one of the hardest topics of high school computer science. This is mainly due to the universality of algorithms as solution methods that guarantee the calculation of a correct solution for all potentially infinitely many instances of an algorithmic problem. The goal of this paper is to present a comprehensible and robust algorithms design strategy called "constructive induction" that enables high school students to discover solution methods for a large variety of algorithmic problems. The concept of constructive induction is based on searching for a universal method for solving any instance of an algorithmic problem when solutions of smaller problem instances are available. In general, our approach strengthens learners in problem solving and their ability to use and develop abstract representations. Here we present a large collection of tasks that can be solved by constructive induction and show how to use this method to teach algorithm design. For some representative algorithmic tasks, we offer a detailed design of lessons in high school classes. We explain how our implementation of teaching in classrooms supports critical thinking, sustain ability of acquired knowledge, problem solving, and the ability to abstract, and so contributes to reaching deep competences in algorithmic thinking.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468123
Database: ERIC
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  Data: How to Teach Problem Solving and Algorithm Design in High Schools by Constructive Induction or How to Reach True Competences in Informatics Education
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  Data: <searchLink fieldCode="AR" term="%22Juraj+Hromkovic%22">Juraj Hromkovic</searchLink><br /><searchLink fieldCode="AR" term="%22Regula+Lacher%22">Regula Lacher</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Informatics+in+Education%22"><i>Informatics in Education</i></searchLink>. 2025 24(1):99-144.
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  Data: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
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  Data: The design of algorithms is one of the hardest topics of high school computer science. This is mainly due to the universality of algorithms as solution methods that guarantee the calculation of a correct solution for all potentially infinitely many instances of an algorithmic problem. The goal of this paper is to present a comprehensible and robust algorithms design strategy called "constructive induction" that enables high school students to discover solution methods for a large variety of algorithmic problems. The concept of constructive induction is based on searching for a universal method for solving any instance of an algorithmic problem when solutions of smaller problem instances are available. In general, our approach strengthens learners in problem solving and their ability to use and develop abstract representations. Here we present a large collection of tasks that can be solved by constructive induction and show how to use this method to teach algorithm design. For some representative algorithmic tasks, we offer a detailed design of lessons in high school classes. We explain how our implementation of teaching in classrooms supports critical thinking, sustain ability of acquired knowledge, problem solving, and the ability to abstract, and so contributes to reaching deep competences in algorithmic thinking.
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      – Text: English
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        PageCount: 46
        StartPage: 99
    Subjects:
      – SubjectFull: Algorithms
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Instructional Design
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      – SubjectFull: Lesson Plans
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      – TitleFull: How to Teach Problem Solving and Algorithm Design in High Schools by Constructive Induction or How to Reach True Competences in Informatics Education
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