Abstract
In this paper, we describe an approach to the teaching of introductory programming to students with no previous experience of programming. The approach is based on the key idea of making students active participants in classes rather than passive recipients as might be the case when they are exposed to more traditional lecture-based teaching. In these classes the students are called upon to adopt the rôles of various components in a program and to "act out" relevant processes and procedures.We consider why such an approach might be effective and why it might be expected to be particularly effective in the area of introductory programming.The techniques described were developed and tested during the 1997/98 academic session in the School of Computer Studies at the University of Leeds. At the end of the presentation a brief evaluation was carried out.In conclusion we consider the effectiveness of the approach after a semester's experience and describe planned future developments.
- 1 Dewey J. Experience and Education. MacMillan, New York, 1938.Google Scholar
- 2 Fleury A. Acting Out Algorithms: How and Why It Works. Proceedings of the 4th Annual CCSC Midwestern Conference, Dominican University, September 1997.Google Scholar
- 3 Friere P. Education for Critical Consciousness. Seabury, New York, 1973.Google Scholar
- 4 Gibbs G. Improving the Quality of Student Learning through Course Design. In "Learning to Effect", Ed. Barnett R, SRHE, 1992.Google Scholar
- 5 Jenkins T, and Towle W. Teaching Programming to Novices- Can Technology Help? Presented at the 5th Annual Conference on the Teaching of Computing, Dublin City University, August 1997.Google Scholar
- 6 Kneal P. The Rise of the "Strategic Student", How Can We Adapt to Cope? in "Higher Education - preparing for the next millennium", Eds. Armstrong S. and Thompson G. SEDA/Kogan Page 1996.Google Scholar
- 7 Marton F, and Saljo R. On qualitative differences in learning: 1. Outcome and process. British Journal of Educational Psychology, Vol. 46 (1976), pp. 4-11.Google Scholar
Cross Ref
- 8 Pennington H. Suspense and Surprise in Large Lectures. The New Academic, Vol. 6 No. 2, Summer 1997, pp. 14-16.Google Scholar
- 9 Race P. Never Mind the Teaching- Feel the Learning. SEDA, 1993.Google Scholar
Cross Ref
- 10 Ramsden N, and Entwistle N. Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, Vol. 51 (1981), pp. 368-383.Google Scholar
Cross Ref
- 11 Scht~n D. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. Jossey-Bass, 1987.Google Scholar
- 12 Weimer M. Improving Your Classroom Teaching. Sage, 1993.Google Scholar
Index Terms
A participative approach to teaching programming
Recommendations
A participative approach to teaching programming
ITiCSE '98: Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science educationIn this paper, we describe an approach to the teaching of introductory programming to students with no previous experience of programming. The approach is based on the key idea of making students active participants in classes rather than passive ...
Teaching how to teach computational thinking
ITiCSE 2018: Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science EducationComputational Thinking is argued to be an essential skill for the workforce of the 21st century. As a skill, Computational Thinking should be taught in all schools, employing computational ideas integrated into other disciplines. Up until now, questions ...
The New Mexico Tech Master of Science teaching program: an exemplary model of inquiry-based learning
FIE '01: Proceedings of the Frontiers in Education Conference, 2001. on 31st Annual - Volume 01The Master of Science Teaching Program offered by New Mexico Tech provides high quality science, mathematics, engineering, and technology (SMET) content-based, hands-on, experiential learning for practicing K-12 educators and is taught by graduate ...






Comments