Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension within Introductory Computer Science

National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: [email protected]; Web site: http://www.nsta.org

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8

Active Learning; Learning Modules; Student Developed Materials; Self Efficacy; Comprehension; Introductory Courses; Computer Science Education; Peer Teaching; Mentors; Undergraduate Students; Facilitators (Individuals); Student Attitudes; Instructional Design; Instructional Effectiveness; Single Sex Colleges; Females; Cooperative Learning; Scaffolding (Teaching Technique); Simulation

0047-231X

While research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed. Next, we share survey data from introductory undergraduates (n = 45); they viewed peer mentors as effective facilitators and credited the active learning modules as contributing to their comprehension of and confidence with course material. In our analysis, we underscore the value of analogy and simulation as cognitive scaffolds and the contributions of near-peer perspectives when developing introductory science courses. Implications for future work involving introductory college science teaching are discussed.

As Provided

2020

EJ1260291