ERIC Number: EJ1252736
Record Type: Journal
Publication Date: 2020-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-9359
EISSN: N/A
Use of a Cornerstone Project to Teach Ill-Structured Software Design in First Year
IEEE Transactions on Education, v63 n2 p98-107 May 2020
Contribution: A first-year programming course was redesigned with a large, open-ended robotics project. The course design aligns with best practices for promoting development of students' self-efficacy in solving ill-structured software design problems. Background: From Jonassen's theory, problem-solving outcomes are dependent on the problem structure, complexity, and representation; and the characteristics of the solver. These characteristics are diverse, including knowledge, familiarity, and psychometric qualities of the solver (e.g., self-efficacy and motivation). Thus, better problem-solving outcomes are dependent on the development of these traits, and on the problem characteristics. Intended Outcomes: Pre-2010, course learning activities and assessments overly focused on syntax. The course was redesigned with a focus on ill-structured problem solving and design in high-fidelity problem domains. Application Design: Complex and ill-structured lecture examples, assignments, and exams were redesigned to reinforce the importance of software design and problem solving. An open-ended cornerstone project using robotics was added as a structured means of providing students practice with solving ill-structured and open-ended problems. The assignment and exam questions, with the course cornerstone project, achieve instructional alignment in the course. Findings: The results show that students' self-efficacy improved from start to end of term. The course design achieves several objectives: 1) students learned the requisite programming skills; 2) students developed their self-efficacy in programming and design; and 3) students demonstrated strong problem-solving outcomes.
Descriptors: Programming, Robotics, College Freshmen, Computer Software, Problem Solving, Self Efficacy, Active Learning, Student Projects, Introductory Courses, Instructional Effectiveness, Engineering Education, Foreign Countries
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A