Paper Info
Title
Introduction to special issue on alternatives to lecture in the computer science classroom
Abstract
Active learning in the college classroom has long been promoted as more effective than traditional lecture. Increased adoption of these instructional practices is recommended in several prominent national reports as well as a new National Science Foundation program. The goal of this special issue is to share evidence-based instructional practices that have been applied to computer science education. With collaborative learning, students interact with each other to achieve a common learning goal. Peer Instruction is an active pedagogy pioneered in Physics education in which most lecture time is replaced with students answering carefully designed multiple-choice questions. Chemistry faculty developed and refined an inquiry-based pedagogy called Process-Oriented Guided-Inquiry Learning (POGIL). The fields of Architecture and Fine Arts promote student collaboration in studio-based learning.
Year
DOI
Venue
2013
10.1145/2499947.2499948
TOCE
Keywords
Field
DocType
active pedagogy,inquiry-based pedagogy,lecture time,studio-based learning,collaborative learning,active learning,special issue,computer science classroom,instructional practice,common learning goal,computer science education,physics education,pedagogy
Peer instruction,Experiential learning,Educational technology,Learning sciences,Collaborative learning,Active learning,Computer science,POGIL,Physics education,Pedagogy
Journal
Volume
Issue
ISSN
13
3
1946-6226
Citations 
PageRank 
References 
11
0.85
12
Authors
1
Name
Order
Citations
PageRank
Scott Grissom117187.64