Literaturnachweis - Detailanzeige
| Autor/inn/en | Secules, Stephen; Lawson, Wesley |
|---|---|
| Titel | Description and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course |
| Quelle | In: Advances in Engineering Education, (2019), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-1766 |
| Schlagwörter | Programming; Introductory Courses; Required Courses; Engineering Education; Student Attitudes; Self Concept; Active Learning; Student Projects; Electronics; Computer Software; Instructional Effectiveness; Course Objectives; Minority Group Students; Disproportionate Representation; College Students; Academic Persistence; Majors (Students); Teaching Styles; Laboratories; Maryland |
| Abstract | This paper compares an innovative approach to teaching a required introductory C programming course to a traditional C programming course for electrical engineering (EE) students. The novel course utilizes hardware-based projects to motivate students to master language syntax and implement key programming concepts and best practices. In a mixed methods research evaluation, we compare the attitudes and self-perceptions of the students in each of the introductory courses, as well as success rates for each cohort in their subsequent intermediate programming class and progress toward their degrees. Performance and retention outcomes were similar for the two courses. After students took the novel course, they were more likely to feel that they fit in as electrical engineers and less likely to believe that programming was "not real engineering." Qualitative data and pedagogical descriptions of the two courses help connect these quantitative findings to key features of the courses. (As Provided). |
| Anmerkungen | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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