Using real-world objects to motivate OOP in a CS1 lab
CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Quantitative analysis of the effects of robots on introductory Computer Science education
Journal on Educational Resources in Computing (JERIC)
Evaluating the effectiveness of a new instructional approach
Proceedings of the 35th SIGCSE technical symposium on Computer science education
ACM Computing Surveys (CSUR)
IEEE Annals of the History of Computing
Proceedings of the third international workshop on Computing education research
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
Education: Teaching computing to everyone
Communications of the ACM - Security in the Browser
Proceedings of the 40th ACM technical symposium on Computer science education
Communications of the ACM - Scratch Programming for All
Experience report: CS1 for majors with media computation
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
IEEE Transactions on Education
Using the context of algorithmic art to change attitudes in introductory programming
Journal of Computing Sciences in Colleges
Creative coding and visual portfolios for CS1
Proceedings of the 43rd ACM technical symposium on Computer Science Education
A day one computing for the social good activity
ACM Inroads
A framework for enhancing the social good in computing education: a values approach
Proceedings of the final reports on Innovation and technology in computer science education 2012 working groups
Mobile computing and robotics in one course: why not?
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Hi-index | 0.00 |
America's youth perceive Computer Science to be difficult, tedious, boring, irrelevant and asocial. Unfortunately, many traditional introductory Computer Science classes and textbooks do little to improve that image. In contrast, contextualized approaches to teaching introductory Computer Science are very attractive. Instead of writing a leap year program, students can learn about conditional statements by programming a robot to follow a light, or by creating an animation to tell a story, or even by modifying a picture of the college president so that she is wearing a neon orange jacket instead of a navy blue one. The arguments in favor of contextualized approaches to attract non-Computer-Science-majors to our classes are very persuasive. But what about students who then choose to major or minor in Computer Science? Of course we want to offer them interesting and engaging first courses in Computer Science, and indeed this may help with our efforts to attract more students to our programs. But what happens in subsequent semesters? The purpose of this paper is to initiate a general discussion on the use of any sort of "cool" new approach into both undergraduate and K-12 Computer Science education. These approaches successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens to students who do choose to major or minor in Computer Science when our individual classes conclude and the rest of their studies commence.