Gender and programming: what's going on?
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Research-led innovation in teaching and learning programming
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Faculty and the 21st century student in USA higher education
ACM SIGCSE Bulletin
RoboCode & problem-based learning: a non-prescriptive approach to teaching programming
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
An evaluation of a cooperative learning method in Programming and Problem Solving I
Journal of Computing Sciences in Colleges
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In this paper, we describe an approach to the teaching of introductory programming to students with no previous experience of programming. The approach is based on the key idea of making students active participants in classes rather than passive recipients as might be the case when they are exposed to more traditional lecture-based teaching. In these classes the students are called upon to adopt the rôles of various components in a program and to "act out" relevant processes and procedures.We consider why such an approach might be effective and why it might be expected to be particularly effective in the area of introductory programming.The techniques described were developed and tested during the 1997/98 academic session in the School of Computer Studies at the University of Leeds. At the end of the presentation a brief evaluation was carried out.In conclusion we consider the effectiveness of the approach after a semester's experience and describe planned future developments.