A systematic approach to active and cooperative learning in CS1 and its effects on CS2
A systematic approach to active and cooperative learning in CS1 and its effects on CS2
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CS1 中主动合作学习的系统方法及其对 CS2 的影响
DOI：
10.1145/1121341.1121386
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Graciela Gonzalez
中科院分区：
文献类型：
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作者：
Graciela Gonzalez
本文介绍了一种课程设计的描述，将主动和合作学习技术纳入到程序设计课程（CS1）的介绍，以系统的方式，解决所有方面的课程：交付，管理和评估。体验的主要目标是提高学生在CS1中的学习，并帮助学生建立支持系统。通过提高他们的能力和信心，并帮助他们建立与同龄人的工作关系，我们试图提高他们在该计划中的持久性和表现。因此，我们专注于学生的表现和保留通过后续类（CS2）在萨姆休斯顿州立大学教授。结果令人鼓舞。我们观察到，在CS1中有主动学习经历的学生中，70%最终在CS2中获得了及格分数，只有10%的学生退出（退学或辞职），而在普通CS1课程中，通过率为44%，退出率为25%。
This paper presents a description of a course redesign to incorporate active and cooperative learning techniques into an Introduction to Programming course (CS1) in a systematic way that addresses all aspects of the course: delivery, management, and assessment. The primary goals of the experience were to improve student learning in CS1 and help students develop a support system. By increasing their competence and confidence, and helping them establish a working relationship with their peers, we sought to improve their persistence and performance in the program. We thus focus on student performance and retention through the follow-up class (CS2) as taught at Sam Houston State University. The results are encouraging. We observed that 70% of those students that had the Active Learning experience in CS1 end up getting a passing grade in CS2, with only 10% withdrawing (dropping or resigning), in contrast to a 44% passing rate and 25% withdrawal rate among those that took a regular CS1 class.