Strengthening the Narrative of Computing with Learning Communities PROCEEDINGS
Reneta Lansiquot, Candido Cabo, New York City College of Technology, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
First-year problem-solving computer programming courses (CS1) are gateway courses with low passing rates. In this study, we compared the development of computer programming skills between two groups of undergraduate students taking a CS1 course. In one group, the CS1 course was part of a learning community (LC) with an English Composition I course and emphasized the use of programming narratives to develop computer programming skills; the second group was not part of a LC. LC students outperformed non-LC students in both understanding of computer programming concepts and in their ability to transfer those concepts into practical programming skills. We conclude that programming narratives are beneficial for the development of computer programming problem-solving skills. It is possible that the meaning provided by programming narratives extends the interconnections of computer programming concepts and skills to other concepts and scenarios, resulting in the development of deeper and broader computer programming problem-solving skills.
Lansiquot, R. & Cabo, C. (2014). Strengthening the Narrative of Computing with Learning Communities. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 2217-2223). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from https://www.learntechlib.org/primary/p/147784/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Raths, J., & Wittrock, M.C. (2001). Taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Longman.
- Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
- Kelly, B., & McClelland, L. (2013). STEM learning communities: An interdisciplinary approach to teaching and learning. In R.D. Lansiquot (Ed.), Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms (pp. 57-74). New York: Information Science Reference.
- Lansiquot, R.D., & Cabo, C. (2010). The narrative of computing. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 3655-3660). Chesapeake, VA: AACE.
- Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming. Computer Science Education, 13(2), 137-172.
- Stein, L.A. (1998). What we swept under the rug: Radically rethinking CS1. Computer Science Education, 8(2), 118-129.
- Stine, D., & Matthews, C. (2009). The U.S. Science and technology workforce. Washington, D.C.: Congressional Research Service. Retrieved March 12, 2013 from http://www.fas.org/sgp/crs/misc/RL34539.pdf
- Zhao, C., & Kuh, G.D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138.
- Zyda, M. (2009). Computer science in the conceptual age. Communications of the ACM, 52(12), 66-72.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.