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Embedding Inquiry based learning into Programming via Paired Assessment

Biomedical Sciences Research Institute Computer Science Research Institute Environmental Sciences Research Institute Nanotechnology & Advanced Materials Research Institute

Coleman, SA and Nichols, E (2011) Embedding Inquiry based learning into Programming via Paired Assessment. ITALICS, 10 (1). pp. 72-77. [Journal article]

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URL: http://www.ics.heacademy.ac.uk/italics/vol10iss1.htm

Abstract

Changes within our approach to teaching can make some students feel uncomfortable. To overcome this, inquiry based learning, which is strongly supported by research in the areas of intellectual development and approaches to learning (Prince, 2007), can be used. Inquiry based approaches should be introduced in combination with existing teaching styles in order to address the needs of all students. Pair programming enhances the communication among peers and encourages students to ask questions of each other and be more ambitious in their computer programming practicals. The students subsequently gain confidence from one another to try different approaches to solving programming problems; this enhances deeper learning. Additionally, working in pairs provides some students with the courage to ask questions of the teacher while with their pair, which they may not do alone. This paper presents a case study on using pair programming to encourage inquiry based learning within programming modules, to improve attendance and practical assessment results.

Item Type:Journal article
Faculties and Schools:Faculty of Computing & Engineering
Faculty of Computing & Engineering > School of Computing and Intelligent Systems
Research Institutes and Groups:Computer Science Research Institute
Computer Science Research Institute > Intelligent Systems Research Centre
ID Code:19034
Deposited By:Dr Sonya Coleman
Deposited On:11 Jul 2011 09:06
Last Modified:11 Jul 2011 09:06

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