Tom Wulf
ABSTRACT
This paper discusses the application of constructivist pedagogical approaches to teaching computer programming in high school and undergraduate courses. It provides an overview of constructivist pedagogy and contrasts it with traditional objectivist pedagogy. The paper then describes how a variety of sources on constructivist educational practice from computer science educational literature can be combined to transform under-graduate courses in computer programming and information technology. The resulting courses are accessible to a wider range of students and incorporate active learning, collaborative group-based instruction, and cognitive apprenticeships. This pedagogical style focuses on the higher cognitive levels of Bloom's taxonomy and addresses multiple student learning styles and intelligences. Course design, classroom activities, and assessment methods using this pedagogical approach for computer programming instruction will be covered in detail. The presentation relies heavily on the experiences of the presenter in adopting this style of instruction within undergraduate computer programming courses and will include a discussion of the some of the attitudinal issues they encountered in this process. The presentation will include coverage of resources for constructivist teaching of computer science and technology and some recommendations for instructors who may wish to adopt this style of instruction.
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Index Terms
- Constructivist approaches for teaching computer programming
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