An interactive lecture approach to teaching computer science
Publication
, Conference
Rodger, SH
Published in: Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995
March 15, 1995
Students get more out of an interactive lecture than a passive lecture because they are given time to think. This time allows them to determine if they understand a concept, and if not to ask questions. This understanding is crucial when concepts build on one another. We describe our positive experiences in teaching sophomore-level computer science courses in an interactive lecture format with a computer in the classroom.
Duke Scholars
Published In
Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995
DOI
ISBN
9780897916936
Publication Date
March 15, 1995
Start / End Page
278 / 282
Citation
APA
Chicago
ICMJE
MLA
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Rodger, S. H. (1995). An interactive lecture approach to teaching computer science. In Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995 (pp. 278–282). https://doi.org/10.1145/199688.199820
Rodger, S. H. “An interactive lecture approach to teaching computer science.” In Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995, 278–82, 1995. https://doi.org/10.1145/199688.199820.
Rodger SH. An interactive lecture approach to teaching computer science. In: Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995. 1995. p. 278–82.
Rodger, S. H. “An interactive lecture approach to teaching computer science.” Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995, 1995, pp. 278–82. Scopus, doi:10.1145/199688.199820.
Rodger SH. An interactive lecture approach to teaching computer science. Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995. 1995. p. 278–282.
Published In
Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1995
DOI
ISBN
9780897916936
Publication Date
March 15, 1995
Start / End Page
278 / 282