Code-labelling: a teaching activity encouraging deep learning in a non-STEM introductory programming course

Research output: Contribution to conferencePaper

Standard

Code-labelling : a teaching activity encouraging deep learning in a non-STEM introductory programming course. / Spangsberg, Thomas Hvid; Brynskov, Martin.

2017. 95-100 Paper presented at International Conference on Computer Science & Education 2017, Houston, United States.

Research output: Contribution to conferencePaper

Harvard

APA

Spangsberg, T. H., & Brynskov, M. (2017). Code-labelling: a teaching activity encouraging deep learning in a non-STEM introductory programming course. 95-100. Paper presented at International Conference on Computer Science & Education 2017, Houston, United States.DOI: 10.1109/ICCSE.2017.8085470

CBE

Spangsberg TH, Brynskov M. 2017. Code-labelling: a teaching activity encouraging deep learning in a non-STEM introductory programming course. Paper presented at International Conference on Computer Science & Education 2017, Houston, United States. Available from: 10.1109/ICCSE.2017.8085470

MLA

Vancouver

Spangsberg TH, Brynskov M. Code-labelling: a teaching activity encouraging deep learning in a non-STEM introductory programming course. 2017. Paper presented at International Conference on Computer Science & Education 2017, Houston, United States. Available from, DOI: 10.1109/ICCSE.2017.8085470

Author

Spangsberg, Thomas Hvid ; Brynskov, Martin. / Code-labelling : a teaching activity encouraging deep learning in a non-STEM introductory programming course. Paper presented at International Conference on Computer Science & Education 2017, Houston, United States.6 p.

Bibtex

@conference{062c49f5673048fb93ec8844c6efbb8b,
title = "Code-labelling: a teaching activity encouraging deep learning in a non-STEM introductory programming course",
abstract = "The code-labelling exercise is an attempt to apply natural language education techniques for solving the challenge of teaching introductory programming to non-STEM novices in higher education. This paper presents findings from a study exploring the use of natural language teaching techniques in programming education collected in an Action Research cycle. The results support the use of a structural approach to teaching programming to this target audience; particularly, the translation-grammar method seems to integrate well with programming education. The paper also explores the potential underlying reasons. It seems the exercise invokes an assimilation of student's existing cognitive schemata and supports a deep-learning experience. The exercise is an invitation to other teachers to create further iterations to improve their own teaching. It also seeks to enrich the portfolio of teaching activities for solving the challenge of teaching introductory programming to non-STEM novices.",
author = "Spangsberg, {Thomas Hvid} and Martin Brynskov",
year = "2017",
month = "10",
day = "30",
doi = "10.1109/ICCSE.2017.8085470",
language = "English",
pages = "95--100",
note = "null ; Conference date: 22-08-2017 Through 25-08-2017",
url = "https://www.ieee.org/conferences_events/conferences/conferencedetails/index.html?Conf_ID=40514",

}

RIS

TY - CONF

T1 - Code-labelling

T2 - a teaching activity encouraging deep learning in a non-STEM introductory programming course

AU - Spangsberg,Thomas Hvid

AU - Brynskov,Martin

PY - 2017/10/30

Y1 - 2017/10/30

N2 - The code-labelling exercise is an attempt to apply natural language education techniques for solving the challenge of teaching introductory programming to non-STEM novices in higher education. This paper presents findings from a study exploring the use of natural language teaching techniques in programming education collected in an Action Research cycle. The results support the use of a structural approach to teaching programming to this target audience; particularly, the translation-grammar method seems to integrate well with programming education. The paper also explores the potential underlying reasons. It seems the exercise invokes an assimilation of student's existing cognitive schemata and supports a deep-learning experience. The exercise is an invitation to other teachers to create further iterations to improve their own teaching. It also seeks to enrich the portfolio of teaching activities for solving the challenge of teaching introductory programming to non-STEM novices.

AB - The code-labelling exercise is an attempt to apply natural language education techniques for solving the challenge of teaching introductory programming to non-STEM novices in higher education. This paper presents findings from a study exploring the use of natural language teaching techniques in programming education collected in an Action Research cycle. The results support the use of a structural approach to teaching programming to this target audience; particularly, the translation-grammar method seems to integrate well with programming education. The paper also explores the potential underlying reasons. It seems the exercise invokes an assimilation of student's existing cognitive schemata and supports a deep-learning experience. The exercise is an invitation to other teachers to create further iterations to improve their own teaching. It also seeks to enrich the portfolio of teaching activities for solving the challenge of teaching introductory programming to non-STEM novices.

U2 - 10.1109/ICCSE.2017.8085470

DO - 10.1109/ICCSE.2017.8085470

M3 - Paper

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EP - 100

ER -