메뉴 건너뛰기




Volumn , Issue , 2013, Pages 129-134

Peer instruction in computer science at small liberal arts colleges

Author keywords

Active learning; Liberal arts colleges; Peer instruction

Indexed keywords

ACTIVE LEARNING; FACULTY USE; LIBERAL ARTS; PEER DISCUSSIONS; PEER INSTRUCTION; STUDENT LEARNING;

EID: 84881134730     PISSN: 1942647X     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/2462476.2465587     Document Type: Conference Paper
Times cited : (24)

References (19)
  • 1
    • 23044528632 scopus 로고    scopus 로고
    • Peer instruction: Ten years of experience and results
    • C. H. Crouch and E. Mazur. Peer instruction: Ten years of experience and results. American Journal of Physics, 69:970-977, 2001.
    • (2001) American Journal of Physics , vol.69 , pp. 970-977
    • Crouch, C.H.1    Mazur, E.2
  • 2
    • 71049166643 scopus 로고    scopus 로고
    • Peer instruction: Engaging students one-on-one, all at once
    • E. F. Redish and P. J. Cooney, editors American Association of Physics Teachers
    • C. H. Crouch, J. Watkins, A. P. Fagen, and E. Mazur. Peer instruction: Engaging students one-on-one, all at once. In E. F. Redish and P. J. Cooney, editors, Research-Based Reform of University Physics. American Association of Physics Teachers, 2007.
    • (2007) Research-Based Reform of University Physics
    • Crouch, C.H.1    Watkins, J.2    Fagen, A.P.3    Mazur, E.4
  • 3
    • 84867344538 scopus 로고    scopus 로고
    • The abstraction transition taxonomy: Developing desired learning outcomes through the lens of situated cognition
    • New York, NY, USA ACM
    • Q. Cutts, S. Esper, M. Fecho, S. R. Foster, and B. Simon. The abstraction transition taxonomy: Developing desired learning outcomes through the lens of situated cognition. In Proc. of ICER '12, New York, NY, USA, 2012. ACM.
    • (2012) Proc. of ICER '12
    • Cutts, Q.1    Esper, S.2    Fecho, M.3    Foster, S.R.4    Simon, B.5
  • 4
    • 80053307623 scopus 로고    scopus 로고
    • Computing as the 4th r: A general education approach to computing education
    • ACM
    • Q. Cutts, S. Esper, and B. Simon. Computing as the 4th r: a general education approach to computing education. In Proc. of ICER '11, pages 133-138. ACM, 2011.
    • (2011) Proc. of ICER '11 , pp. 133-138
    • Cutts, Q.1    Esper, S.2    Simon, B.3
  • 5
    • 20344389263 scopus 로고    scopus 로고
    • Motivation and nonmajors in computer science: Identifying discrete audiences for introductory courses
    • IEEE Transactions on
    • A. Forte and M. Guzdial. Motivation and nonmajors in computer science: identifying discrete audiences for introductory courses. Education, IEEE Transactions on, 48(2):248-253, 2005.
    • (2005) Education , vol.48 , Issue.2 , pp. 248-253
    • Forte, A.1    Guzdial, M.2
  • 6
    • 0032330948 scopus 로고    scopus 로고
    • Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
    • R. Hake. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66:64, 1998.
    • (1998) American Journal of Physics , vol.66 , pp. 64
    • Hake, R.1
  • 7
    • 54149118383 scopus 로고    scopus 로고
    • Peer instruction: From harvard to the two-year college
    • N. Lasry, E. Mazur, and J. Watkins. Peer instruction: From harvard to the two-year college. American Journal of Physics, 76:1066-1069, 2008.
    • (2008) American Journal of Physics , vol.76 , pp. 1066-1069
    • Lasry, N.1    Mazur, E.2    Watkins, J.3
  • 8
    • 60949099957 scopus 로고    scopus 로고
    • Clickers in the classroom: An active learning approach
    • M. Martyn. Clickers in the classroom: An active learning approach. EDUCAUSE Quarterly, 30, No. 2:71-74, 2007.
    • (2007) EDUCAUSE Quarterly , vol.30 , Issue.2 , pp. 71-74
    • Martyn, M.1
  • 9
    • 33747196923 scopus 로고    scopus 로고
    • Pair programming improves student retention, confidence, and program quality
    • C. McDowell, L. Werner, H. Bullock, and J. Fernald. Pair programming improves student retention, confidence, and program quality. Communications of the ACM, 49(8):90-95, 2006.
    • (2006) Communications of the ACM , vol.49 , Issue.8 , pp. 90-95
    • McDowell, C.1    Werner, L.2    Bullock, H.3    Fernald, J.4
  • 10
    • 84876274112 scopus 로고    scopus 로고
    • Halving fail rates using peer instruction: A study of four computer science courses
    • L. Porter, C. Bailey-Lee, and B. Simon. Halving fail rates using peer instruction: A study of four computer science courses. In Proc. of the 44th SIGCSE, 2013.
    • (2013) Proc. of the 44th SIGCSE
    • Porter, L.1    Bailey-Lee, C.2    Simon, B.3
  • 12
    • 80053323955 scopus 로고    scopus 로고
    • Peer instruction: Do students really learn from peer discussion in computing?
    • New York, NY, USA ACM
    • L. Porter, C. Bailey-Lee, B. Simon, and D. Zingaro. Peer instruction: Do students really learn from peer discussion in computing? In Proc. of ICER '11, New York, NY, USA, 2011. ACM.
    • (2011) Proc. of ICER '11
    • Porter, L.1    Bailey-Lee, C.2    Simon, B.3    Zingaro, D.4
  • 13
    • 84876210954 scopus 로고    scopus 로고
    • Retaining nearly one-third more majors with a trio of instructional best practices in cs1
    • L. Porter and B. Simon. Retaining nearly one-third more majors with a trio of instructional best practices in cs1. In Proc. of the 44th SIGCSE, 2013.
    • (2013) Proc. of the 44th SIGCSE
    • Porter, L.1    Simon, B.2
  • 15
    • 77952225578 scopus 로고    scopus 로고
    • Experience report: Peer instruction in introductory computing
    • New York, NY, USA ACM
    • B. Simon, M. Kohanfars, J. Lee, K. Tamayo, and Q. Cutts. Experience report: Peer instruction in introductory computing. In Proc. of the 41st SIGCSE, pages 341-345, New York, NY, USA, 2010. ACM.
    • (2010) Proc. of the 41st SIGCSE , pp. 341-345
    • Simon, B.1    Kohanfars, M.2    Lee, J.3    Tamayo, K.4    Cutts, Q.5
  • 16
    • 58149233906 scopus 로고    scopus 로고
    • Why peer discussion improves student performance on in-class concept questions
    • M. K. Smith, W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild, and T. T. Su. Why peer discussion improves student performance on in-class concept questions. Science, 323:122-124, 2009.
    • (2009) Science , vol.323 , pp. 122-124
    • Smith, M.K.1    Wood, W.B.2    Adams, W.K.3    Wieman, C.4    Knight, J.K.5    Guild, N.6    Su, T.T.7
  • 17
    • 84876259348 scopus 로고    scopus 로고
    • How we teach impacts learning: Peer instruction vs. lecture in cs0
    • J. Spacco, J. Parris, and B. Simon. How we teach impacts learning: peer instruction vs. lecture in cs0. In Proc. of the 44th SIGCSE, 2013.
    • (2013) Proc. of the 44th SIGCSE
    • Spacco, J.1    Parris, J.2    Simon, B.3
  • 18
    • 84876235326 scopus 로고    scopus 로고
    • Experience report: Peer instruction in remedial computer science
    • AACE
    • D. Zingaro. Experience report: Peer instruction in remedial computer science. In In Proc. of Ed-Media 2010. AACE, 2010.
    • (2010) Proc. of Ed-Media 2010
    • Zingaro, D.1
  • 19


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.