TEACHING PROGRAMMING WITH ECLiP DIDACTICAL APPROACH

ECLiP aims to establish a learning setting which supports students’ active involvement and contributes to the knowledge construction and the development of skills in programming through the elaboration of explorative and collaborative activities. In this work, we present the main principles of ECLiP, the three-step process for the design of activities and the design and application of three sets of ECLiP activities for the loop constructs. The results from the experimental study revealed that both the teacher and the students admitted positively the whole approach, believe that the context of the ECLiP activities can help them in understanding the function of the loop constructs and in using them in solving problems and expressed their willingness to be involved in such a didactical approach for learning various programming concepts.

[1]  H. Sluiter.  [Learning by doing]. , 1977, Nederlands tijdschrift voor geneeskunde.

[2]  Peter Brusilovsky,et al.  Mini-languages: a way to learn programming principles , 2004, Education and Information Technologies.

[3]  Daniel C. Edelson.  Learning-for-use : A framework for the design of technology-supported inquiry activities , 2001 .

[4]  G. Reeke.  Marvin Minsky, The Society of Mind , 1991, Artif. Intell..

[5]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[6]  Acm Ieee-Cs Joint Curriculum Task Force.  Computing Curricula 2001: Computer Science , 2002 .

[7]  Bruria Haberman,et al.  Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS concepts , 2001 .

[8]  Andrea Gregg,et al.  Learning From Doing: Lessons Learned From Designing and Developing an Educational Software Within a Heterogeneous Group , 2021, Int. J. Web Based Learn. Teach. Technol..

[9]  Laurie A. Williams,et al.  In support of student pair-programming , 2001, SIGCSE '01.

[10]  D.K. Lidtke,et al.  A new approach to an introduction to computer science , 1999, FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011.

[11]  Craig E. Wills,et al.  Studying the Use of Peer Learning in the Introductory Computer Science Curriculum , 1999, Comput. Sci. Educ..

[12]  Ashwin Ram,et al.  Learning, goals, and learning goals: A perspective on goal-driven learning , 1995, Artificial Intelligence Review.

[13]  Maria Samarakou,et al.  Exploratory + collaborative learning in programming: a framework for the design of learning activities , 2003, Proceedings 3rd IEEE International Conference on Advanced Technologies.

[14]  John T. Bruer,et al.  How Children Learn. , 1994 .

[15]  Scott Grissom,et al.  An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming , 2001, Comput. Sci. Educ..

[16]  E. Glasersfeld.  Learning as Constructive Activity , 1983 .

[17]  Bruria Haberman,et al.  Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS concepts , 2001, ITiCSE '01.

[18]  Marvin Minsky,et al.  Society of Mind: A Response to Four Reviews , 1991, Artif. Intell..

[19]  Lev Vygotsky.  Mind in society , 1978 .

[20]  Stella Vosniadou.  How Children Learn. Educational Practices Series--7. , 2001 .

[21]  Mordechai Ben-Ari,et al.  Constructivism in computer science education , 1998, SIGCSE '98.

[22]  Ray Lischner.  Explorations: structured labs for first-time programmers , 2001, SIGCSE '01.