Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
A constructivist approach to object-oriented design and programming
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Combining cooperative learning and peer instruction in introductory computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Proceedings of the eighth annual consortium on Computing in Small Colleges Rocky Mountain conference
Characteristics of programming exercises that lead to poor learning tendencies: Part II
Proceedings of the 6th annual conference on Innovation and technology in computer science education
The Practical Guide to Extreme Programming
The Practical Guide to Extreme Programming
Learning styles and performance in the introductory programming sequence
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
The effects of pair-programming on performance in an introductory programming course
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Improving the CS1 experience with pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Implementation of alternative pacing in an introductory programming sequence
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
Designing and running a pre-college computing course
Journal of Computing Sciences in Colleges
cooperative learning: beyond pair programming and team projects
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Instructional design as game design
Proceedings of the 4th International Conference on Foundations of Digital Games
Extreme apprenticeship method in teaching programming for beginners
Proceedings of the 42nd ACM technical symposium on Computer science education
Hi-index | 0.01 |
Since ancient times, it has been known that the best learning takes place when the students are actively involved in the learning process and are critically thinking. As an old Chinese proverb states:"I hear and I forget. I see and I remember. I do and I understand".This paper discusses several specific active learning activities that were applied to introductory programming courses. An active and highly interactive classroom was created using these activities. Several of the problems with active learning cited in the literature were also overcome. The effectiveness of these activities was supported by increased student retention, grades, self-confidence, and student surveys.