Too Much Programming Too Soon?
The author discusses problems with teaching introductory computer science. It is suggested that the common practice of asking students to engage in programming activities that simulate the problems of professionals in the field may not be the most effective teaching method. A research paper titled "...
| Publicado en: | Communications of the ACM Vol. 53; no. 3; pp. 10 - 12 |
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| Autores principales: | , |
| Formato: | Artículo |
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Association for Computing Machinery
Mar2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=48537999&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 48537999 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00010782 ACM jtl: Communications of the ACM issn: 00010782 maglogo: N pubinfo: dt: Mar2010 vid: 53 iid: 3 pid: 68 pub: Association for Computing Machinery artinfo: ui: 48537999 10.1145/1666420.1666425 ppf: 10 ppct: 2 formats: tig: atl: Too Much Programming Too Soon? aug: au: Guzdial, Mark Robertson, Judy affil: Professor, Georgia Institute of Technology. Senior lecturer, Heriot-Watt University. su: Computer science education Teaching methods Computer programming education Simulated environment (Teaching method) Computer programmers Electronic data processing personnel Cognitive objectives (Education) Training sug: subj: Computer science education Teaching methods Computer programming education Simulated environment (Teaching method) Computer programmers Electronic data processing personnel Cognitive objectives (Education) Training ab: The author discusses problems with teaching introductory computer science. It is suggested that the common practice of asking students to engage in programming activities that simulate the problems of professionals in the field may not be the most effective teaching method. A research paper titled "Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experimental, and Inquiry-Based Teaching," by Kirschner, Sweller, and Clark is cited as finding evidence that the minimal-guidance technique is not productive. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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