An experience report on improving constructive alignment in an introduction to programming

Authors:
Alessio Gaspar;Sarah Langevin
Affiliations:
University of South Florida Polytechnic, FL;University of South Florida Polytechnic, FL
Venue:
Journal of Computing Sciences in Colleges
Year:
2012

Citing 9
Cited 1

Our failing students: a study of a repeat group

ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Agile Software Development with Scrum

Agile Software Development with Scrum
RAPTOR: a visual programming environment for teaching algorithmic problem solving

Proceedings of the 36th SIGCSE technical symposium on Computer science education
Extreme Programming Explained: Embrace Change (2nd Edition)

Extreme Programming Explained: Embrace Change (2nd Edition)
Students' alternative standards for correctness

Proceedings of the first international workshop on Computing education research
Constructivist approaches for teaching computer programming

Proceedings of the 6th conference on Information technology education
Agile Java(TM): Crafting Code with Test-Driven Development (Robert C. Martin Series)

Agile Java(TM): Crafting Code with Test-Driven Development (Robert C. Martin Series)
Restoring "coding with intention" in introductory programming courses

Proceedings of the 8th ACM SIGITE conference on Information technology education
The Case for Pair Programming in the Computer Science Classroom

ACM Transactions on Computing Education (TOCE)

A preliminary review of undergraduate programming students' perspectives on writing tests, working with others, & using peer testing

Proceedings of the 14th annual ACM SIGITE conference on Information technology education

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper discusses the need for learning activities adhering to the constructive alignment theory in introductions to programming. Problems with widespread instruction methods are used to motivate a new variant of pair programming which reduces the possibilities for students to "evade" practicing the very skills pair programming is expected to allow them to hone. We present an example of an exercise integrating the new pedagogy and discuss its initial reception by students.