G U I D E I JNE.S F O R COLLABORATIVE I.EARNING IN C O M P U T E R SCIF~NCE Kathie A. Yerion Department of Mathematics and Computer Science Jane A. Rinehart Co-Director of Women's Studies Department of Sociology Gonzaga University Spokane, WA 99258 {yerion,rinehart}@gonzaga.edu 1. Introduction There has been a general movement in higher education toward more "hands-on" learning in classrooms and beyond -- what is often called collaborative learning. Clearly, this type of pedagogy owes a great deal to the practice of including laboratory work in science courses; in this regard, science teachers in general may be presumed not to require persuasion that this kind of learning experience is vital. In addition, since collaborative learning is preparatory for the teamwork norm of jobs in the computer science industry, computer science teachers are likely to be particularly receptive to these methods. However, articles encouraging this kind of learning often do not give practical guidelines for its implementation. Collaborative learning is more than just breaking up into small groups. For some disciplines like women's studies, this style of learning has become the preferred method of pedagogy. It is our hope in this paper to bring this
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Guidelines for collaborative learning in computer science
Yerion, Kathie A.; Rinehart, Jane A.
Follow ACM SIGCSE Bulletin
, Volume 27 (4)
Association for Computing Machinery – Dec 1, 1995
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