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

被引：25

作者：

Merrick, Kathryn E. ^{[1
]}

机构：

[1] Univ New S Wales, Australian Def Force Acad, Sch Engn & Informat Technol, Canberra, ACT 2600, Australia

来源：

IEEE TRANSACTIONS ON EDUCATION | 2010年 / 53卷 / 04期

关键词：

Computer science education; empirical evaluation; interest approaches; puzzle-based learning; problem solving;

D O I：

10.1109/TE.2009.2039217

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：677 / 680

页数：4

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