Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension within Introductory Computer Science

Autor/inn/en	Packard, Becky Wai-Ling; Solyst, Jaemarie; Pai, Anisha; Yu, Lu
Titel	Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension within Introductory Computer Science
Quelle	In: Journal of College Science Teaching, 49 (2020) 5, S.76-83 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Active Learning; Learning Modules; Student Developed Materials; Self Efficacy; Comprehension; Introductory Courses; Computer Science Education; Peer Teaching; Mentors; Undergraduate Students; Facilitators (Individuals); Student Attitudes; Instructional Design; Instructional Effectiveness; Single Sex Colleges; Females; Cooperative Learning; Scaffolding (Teaching Technique); Simulation + Suchen Sie Ihr Suchwort? Aktives Lernen; Learning module; Lernmodul; Self-efficacy; Selbstwirksamkeit; Verstehen; Verständnis; Einführungskurs; Computer science lessons; Informatikunterricht; Peer group teaching; Peer Group Teaching; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Weibliches Geschlecht; Kooperatives Lernen; Simulation program; Simulationsprogramm
Abstract	While research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed. Next, we share survey data from introductory undergraduates (n = 45); they viewed peer mentors as effective facilitators and credited the active learning modules as contributing to their comprehension of and confidence with course material. In our analysis, we underscore the value of analogy and simulation as cognitive scaffolds and the contributions of near-peer perspectives when developing introductory science courses. Implications for future work involving introductory college science teaching are discussed. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01