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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

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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