SQL Teaching Texts

Many textbooks are used to teach SQL. Some of them are mainly teaching SQL while others are teaching SQL as a part of database textbooks. Conklin and Heinrichs [65] reviewed thirteen database textbooks. The aim of their review was to establish a profile of database texts by examining the content of those suitable for teaching upper-level database courses.

In this particular research, a review on Database textbooks was also conducted. Figure 2.11 shows the list of reviewed database textbooks, which were available in the university library. The aim of this review is based on the CS learning

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taxonomy that was discussed in section 2.2 ( see Figure 2.3) and the ability to help learners to engage in the tasks highlighted by Shneiderman [66]:

- Focusing on the part that explains SQL syntax and semantics, learning tasks.

- Procedural knowledge or the comprehension tasks.

- Examining the material structure in helping the learner to solve a problem in SQL and writing correct queries. Such teaching problem solving strategy or guiding students in ways to solve problem through examples, worked out examples, or case-based projects (CBP), or tutorials. This is similar to the composition and debugging tasks suggested by Shneiderman [66].

- Examining the material in helping the learner to transfer knowledge and skills through explaining the knowledge of “why” [39] or the engagement in “Modification” tasks proposed by Shneiderman [66].

Table ‎2.1: Form Used in The Review

Each category of knowledge was rated from (0-5) using the following categories: not available, difficult to learn, awkward, simple, informative, effective to learn. The review form is presented in Table 2.1.

What appears (see Figure 2.11) is that most of the available textbooks deliver SQL declarative knowledge such as SQL syntax. However, this does not necessary ensure that learners can apply them correctly. In some of the above texts, there is a lack in the procedural or comprehension knowledge such as comprehension Book

name Declarative _Knowledge Learning Procedural knowledge Comprehension Practice skills composition

Debugging Creating skills Modification

Description Description Description Description Description

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of function syntax composed for a certain scenario. It is often necessary to read syntax composed by others for learning how a query is executed and how different elements are integrated to achieve a special purpose.

Figure ‎2.11: The Level of Knowledge Rate (0-5) within the Reviewed Book

Comprehension knowledge can be achieved through engaging students in a task that involves reading query, shown how it works through explanation, and generating the query desired output. For example, explaining in natural language the purpose of the query and the results that might be produced (see Figure 2.12). Furthermore, the “composition” knowledge (see Figure 2.4b) is not available in the reviewed textbook. Textbooks should facilitate problem solving skills through well-designed tutorials. Churchers’ book [67] shows in one chapter only (chapter 10: How to approach SQL). This is introduced after all SQL concepts were explained. It is essential to test learners’ understanding immediately after each concept.

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Figure ‎2.12: Example of Comprehension Knowledge

Engaging learners in debugging tasks [66] which involves debugging of syntax or semantics written for a certain context is important. The main purpose of the debugging is to correct errors. According to Shneiderman [7], debugging requires comprehension and composition ability (see Figure 2.4). Only one of the reviewed textbooks, Donahoos’ book [68] presents example of debugging task (see Figure 2.13).

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Figure ‎2.13:Example of Debugging Task [68]

Few of the textbooks that were reviewed emphasize on facilitating high order skills such as analysis and creating [38]. This can be achieved in many ways. For example, engaging learners in “Modification” tasks [66] which involve modification of a query written by others to fit someone’s required need. Furthermore, textbooks need to explain the knowledge of “why”. For example, providing a knowledge that explains why this query, or this function and not others. Some of the reviewed texts attempted giving explanations about the wisdom behind the applied queries in a certain context in one chapter [67] (Chapter 9: Efficiency consideration) which might, in some cases, omit such knowledge. Other textbooks provide such knowledge within the same context; i.e. after each concept has been introduced and illustrated with examples (see Figure 2.14).

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Figure ‎2.14: Example of "why" Knowledge [68]

In summary, one could say that knowledge at the level of the text base, however, does not necessarily ensure that the learner understands the intended concepts at a deeper level. McNamara et al. [69] argue that the knowledge demand in the scientific text required more understanding than just the ability to reproduce the text itself. One could argue that a strong inference linking the text with the reader's knowledge must exist. This can be called the situation model which might be related to situated learning [70, 71].

Studying the available information or data in the textbooks (see Figure 2.11), it is possible to say that these books in themselves are not sufficient to transfer the knowledge. In addition, there is not enough support to transfer problem solving skills. Most of these texts do not offer tutorials that shows step-by-step

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approaching query. They focus on delivering the declarative knowledge of SQL but not on how to apply it. Therefore, these materials cannot help in developing expertise among novices by themselves. The next section examines the tools used to teach or train students SQL.