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Using POGIL to help students learn to program

Using POGIL to help students learn to program Using POGIL to Help Students Learn to Program HELEN H. HU and TRICIA D. SHEPHERD, Westminster College POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors have refined the activities and learned how to better adapt POGIL for the computer science classroom. This article details how POGIL activities differ from both traditional computer science labs and other active-learning pedagogies. Background is provided on POGIL's effectiveness. The article then includes a full description of how POGIL activities were used in the scientific computing course, as well as an example POGIL activity on recursion. Discussion is provided on how to facilitate and develop POGIL activities. Quotes from student evaluations and an assessment on how well students learned to program are provided. Categories and Subject Descriptors: K.3.2 [Computer Milieux]: Computers and Education- Computer and Information Science Education [Computer science education] General Terms: Human Factors Additional Key Words and Phrases: POGIL, active learning, process-oriented guided inquiry learning, inquiry-based learning, process skills ACM http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Using POGIL to help students learn to program

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2013 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2499947.2499950
Publisher site
See Article on Publisher Site

Abstract

Using POGIL to Help Students Learn to Program HELEN H. HU and TRICIA D. SHEPHERD, Westminster College POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors have refined the activities and learned how to better adapt POGIL for the computer science classroom. This article details how POGIL activities differ from both traditional computer science labs and other active-learning pedagogies. Background is provided on POGIL's effectiveness. The article then includes a full description of how POGIL activities were used in the scientific computing course, as well as an example POGIL activity on recursion. Discussion is provided on how to facilitate and develop POGIL activities. Quotes from student evaluations and an assessment on how well students learned to program are provided. Categories and Subject Descriptors: K.3.2 [Computer Milieux]: Computers and Education- Computer and Information Science Education [Computer science education] General Terms: Human Factors Additional Key Words and Phrases: POGIL, active learning, process-oriented guided inquiry learning, inquiry-based learning, process skills ACM

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Aug 1, 2013

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