POGIL in Computer Science: Faculty Motivation and Challenges
POGIL in Computer Science: Faculty Motivation and Challenges
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计算机科学 POGIL：教师的动机和挑战
DOI：
10.1145/3287324.3287360
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Helen H. Hu
中科院分区：
文献类型：
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作者：
Aman Yadav;Clifton Kussmaul;Chris Mayfield;Helen H. Hu
计算机科学入门课程面临多重挑战，包括广泛的内容、多样化的教学方法，以及帮助学生培养解决问题、批判性思维和团队合作等技能的需要。解决这些挑战的一种基于证据的方法是面向过程的指导性探究学习（POGIL），在这种方法中，学生团队参与专门设计的课堂活动，帮助他们构建理解和发展关键技能。虽然POGIL在化学和其他STEM领域得到了广泛的应用和研究，但它在计算机科学中的应用却鲜为人知。在这项研究中，我们调查了教师如何在计算机科学入门课堂上首次采用POGIL。通过定性深入访谈，我们调查了教师选择采用POGIL的原因以及他们对使用POGIL的担忧。我们的研究结果表明，教师使用POGIL的动机主要是为了提高学生的学习成绩，包括他们的学习和参与。然而，教师们也担心使用POGIL，从POGIL如何影响课程到后勤和制度障碍。我们将讨论这些发现对教师发展和主动学习教学法的影响。
Introductory computer science courses face multiple challenges, including a broad range of content, diverse teaching methods, and the need to help students develop skills such as problem solving, critical thinking, and teamwork. One evidence-based approach to address these challenges is Process Oriented Guided Inquiry Learning (POGIL), in which student teams work on classroom activities specifically designed to help them construct understanding and develop key skills. While POGIL has been widely used and studied in Chemistry and other STEM fields, much less is known about how it is used in Computer Science. In this study, we examined how faculty adopt POGIL for the first time in introductory CS classrooms. Using qualitative in-depth interviews, we investigated why faculty chose to adopt POGIL and their concerns about using it. Our results suggest that faculty motivations to use POGIL centered around improving student outcomes, including their learning and engagement. However, faculty also had concerns about using POGIL, which ranged from how POGIL impacts the curriculum to logistical and institutional barriers. We discuss the implications of these findings with respect to faculty development and active learning pedagogies.