Teaching Tip: An Example-Based Instructional Method to Develop Students' Problem-Solving Efficacy in an Introductory Programming Course

Autor/in	Menon, Pratibha
Titel	Teaching Tip: An Example-Based Instructional Method to Develop Students' Problem-Solving Efficacy in an Introductory Programming Course
Quelle	In: Journal of Information Systems Education, 34 (2023) 1, S.1-15 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Introductory Courses; Programming; Computer Science Education; Feedback (Response); Problem Solving; Teaching Methods; Teacher Student Relationship; Guidelines; Self Efficacy; Student Attitudes; Self Concept; Likert Scales; Undergraduate Students; Assignments; Programming Languages + Suchen Sie Ihr Suchwort? Einführungskurs; Programmierung; Computer science lessons; Informatikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Richtlinien; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Selbstkonzept; Likert-Skala; Assignment; Auftrag; Zuweisung
Abstract	This paper introduces a teaching process to develop students' problem-solving and programming efficacy in an introductory computer programming course. The proposed teaching practice provides step-by-step guidelines on using worked-out examples of code to demonstrate the applications of programming concepts. These coding demonstrations explicitly teach the systematic approach and strategies required to develop a programming solution. Each code demonstration is then followed by the instructor assigning similar practice problems to build learners' awareness of the programming process and problem-solving techniques. Every successful attempt of the practice exercise by a student exemplifies their efficacy in applying the programming process and developing solutions using the instructor's strategies. Finally, through regular and structured feedback, the instructor gives learners insight into their performance in completing various steps of the programming process. This paper provides guidelines for creating and using code demonstrations, practice exercises, and rubrics for structured feedback in an introductory programming class. An end-of-course survey was employed to compare students' reported self-efficacy and their actual programming and problem-solving efficacy, based on their completion rates of the practice activities. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01