In this study the results are presented of experiments in upper secondary education with the relational database query language SQL. The effects are compared of instruction in two systematic design methods for solving query problems. The ‘top-down method’ models expert problem-solving behavior, while the ‘bottom-up method’ is more in agreement with the problem approach of novices. Effects of instruction in these methods are presented, as well as the influence of learner characteristics (cognitive abilities and styles) and way of presentation.
The book may be relevant for those interested in the design of instruction, especially in the area of computer science education.