An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

Autor/in	Merrick, K. E.
Titel	An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science
Quelle	In: IEEE Transactions on Education, 53 (2010) 4, S.677-680 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2009.2039217
Schlagwörter	Introductory Courses; Course Content; Computers; Programming; Learning Experience; Thinking Skills; Computer Science; Computer Science Education; Academic Achievement; Critical Thinking; Engineering; Engineering Education; Evaluation; Foreign Countries; Puzzles; Information Technology; Problem Solving; Australia + Suchen Sie Ihr Suchwort? Einführungskurs; Kursprogramm; Digitalrechner; Programmierung; Lernerfahrung; Denkfähigkeit; Informatik; Computer science lessons; Informatikunterricht; Schulleistung; Kritisches Denken; Maschinenbau; Ingenieurausbildung; Evaluierung; Ausland; Legespiel; Informationstechnologie; Problemlösen; Australien
Abstract	This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course content improves students' learning experience by increasing their interest and participation in the course and developing their critical thinking skills. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10