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Phone: (843) 766-6635
Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Dorchester Road Library
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John L. Dart Library
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Baxter-Patrick James Island
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Main Library
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Bees Ferry West Ashley Library
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension within Introductory Computer Science
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Packard, Becky Wai-Ling; Solyst, Jaemarie; Pai, Anisha; Yu, Lu
- Language:
English- Source:
Journal of College Science Teaching. May-Jun 2020 49(5):76-83.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: 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
- Peer Reviewed: Y
- Source: 8
- Education Level: Higher Education
Postsecondary Education - Subject Terms: 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
- ISSN: 0047-231X
- Abstract: 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.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1260291
- Availability:
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