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Van Gorp, Mark J.; Grissom, Scott . An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming. Computer Science Education 2001, Vol. 11, No. 3, pp. 247-260. Outline. Abstract Two fundamentally different theoretical models Three “C” - PowerPoint PPT PresentationTRANSCRIPT
Van Gorp, Mark J.; Grissom, Scott . An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming. Co
mputer Science Education 2001, Vol. 11, No. 3, pp. 247-260
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Outline
• Abstract• Two fundamentally different theoretical
models• Three “C”• Constructivism in computer science
education literature• Creating collaborative and constructive
environments• Method• Results , discussion , Conclusion
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Abstract
• This paper explores an alternative pedagogical approach that emphasizes constructive and collaborative learning in CS1 classrooms.
• Compare the cognitive and affective differences of students whose instructors used activities such as these with students whose instructors maintained more traditional lecture environments.
• A positive correlation was found between frequency and mean final exam scores.
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Two fundamentally different theoretical
models-1• Objectivism-Objectivists believe that le
arning often occurs when students listen to an instructor's explanation, engage in reinforced practice, and respond to external motivation (Fosnot, 1996; Skinner, 1953).
• Often manifests itself in teacher-centered and teacher-controlled classrooms.
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Two fundamentally different theoretical
models-2• Constructivism-focus more on the lea
rning and experiences of the student.• About previous experiences and consi
dering alternative perspectives held by others (Bednar,Cunningham, Duffy, & Perry, 1992).
• Constructivist classrooms are often viewed as problem-solving environments
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Three C
• Context-given problems provide internal motivation
• Construction-Activities Construct knowledge
• Collaboration-With their peersAids the knowledge construction and re-construction
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Constructivism in computer science
education literature• Kim, Sharp, and Thompson (1998) have shown con
structivist value in mathematics reform.• Ramsey, Rada, and Acquah (1994) write that collab
orative learning for computer science students can be effective when a well-formulated methodology for working exists.
• Keeler and Anson (1995) found that cooperative learning enhanced learning performance and student retention in a computer literacy course.
• Gorriz and Medina (2000) and McGrath(1990) note that girls in particular excel in those computing environments where learning is collaborative.
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CREATING COLLABORATIVE AND CONSTRUCTIVE ENVIRONMENTS
• Code Walkthroughs• Writing Code• Scaffolding• Code Debugging• Lecture Note Reconstruction
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Writing Code
• Have groups write code to solve a small problem.Groups are motivated to write a complete solution since they may be called to share their solution.
• Assign one or two small problems for students to solve before coming to class.
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Scaffolding
• Novices need additional support to solve a problem.
• Give them code that solves a given problem.Scaffolding
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Code DebuggingAnd Lecture Note Reconstruction
• Let students can contribute to finding errors.
• Ask students to not take notes during a mini lecture( 15min ).have a few minutes to reconstruct an outline of the lecture from memory.help students improve their listening skills (Bonwell, 1996).
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方法與程序• 參與者: CS1 課程分成六班,各 32 位學生,由不同教學風格的老師任
教。• 時間安排:共 15 週,每週四次,每次一小時的講課和兩小時的實驗。• 課程與要求: Java 。學生必須完成 6 個程式設計專案、兩次期中考(相
同範圍不一樣內容)、一次期末考(一樣的內容)。• 對老師的要求:每個老師教學內容要一致,但教學風格可依自己的習慣。• 學生上完課感覺建構活動的發生頻率與感受其課程對於自我的幫助性。
課程結束前兩週要完成調查• 考完期末考之後,老師們在一起評分。評分過程中學生姓名需遮住。因
為期末成績都考同一份考卷,所以具有高可靠性• 學生在課程結束後,還必須填態度問卷。• 考慮 WDF rate 。 (Chase & Okie, 2000)