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Creative Discussions or Memorization? Maybe Both? (on the example of teaching Computer Science)

Year: 2015

Type: article

Abstract: We all strive to be creative in our teaching, but there is often not enough time to make all the topics creative fun. So sometimes, we teach memorization first, understanding later. We do it, but we often do it without seriously analyzing which topics to "sacrifice" to memorization. In this talk, we use simple mathematical models of learning to come up with relevant recommendations: Namely, all the topics form a dependency graph, and if we do not have enough time to allow students to treat all topics with equal creativity, then the most reasonable topics for memorization first are the ones in the critical path of this dependency graph.

Source: scholarworks - UTEP (The University of Texas at El Paso)

Authors: Владик Крейнович, Olga Kosheleva

Language: English

Topic: Teaching and Learning Programming

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: green

Funders: National Science Foundation, Chiang Mai University

Awards: G3136708500, CREST-Cyber-ShARE Center of Excellence: A Center for the Sharing of Cyber-Resource to Advance Science and Education, G4879724891, UBM-Institutional: Undergraduate Training in Bioinformatics, CREST Phase II: Cyber-ShARE Center of Excellence, G8114286842

OpenAlex ID: W227440412

FWCI:

Cites: 10

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Related to: 10