Entry Lewandowski:1998:CST from sigcse1990.bib

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BibTeX entry

@Article{Lewandowski:1998:CST,
  author =       "Gary Lewandowski and Amy Morehead",
  title =        "Computer science through the eyes of dead monkeys:
                 learning styles and interaction in {CS I}",
  journal =      j-SIGCSE,
  volume =       "30",
  number =       "1",
  pages =        "312--316",
  month =        mar,
  year =         "1998",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/274790.274319",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sat Nov 17 16:56:29 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1990.bib",
  abstract =     "Our breadth-first introduction to Computer Science
                 presents the fundamentals of the discipline by engaging
                 students in active learning. In designing and teaching
                 this course we established four goals. First, since
                 problem solving is essential to Computer Science,
                 students should learn to solve problems proficiently in
                 several areas. Second, since Computer Science is best
                 learned through intimate engagement with the material,
                 students should learn in an active classroom
                 environment. Third, students of all experience levels
                 and majors should feel equally comfortable with the
                 course material. And fourth, students should discover
                 that Computer Science is interesting, relevant and fun.
                 We encountered two major obstacles to achieving our
                 goals. First, in an introductory course such as this,
                 one regularly finds a range of experience among
                 students: some have never used a computer, others have
                 used it only for word processing, and still others have
                 built their own computers. Therefore, designing an
                 interesting and useful course that doesn't bore or
                 intimidate any students is a significant challenge.
                 Second, students have a wide variety of preferred
                 learning styles which affect the way they gather and
                 process information. Instructors also have a preferred
                 learning style which affects the way they present the
                 course material. Therefore, presenting the material in
                 ways that engage all learning styles is another
                 challenge. Despite these obstacles, our presentation
                 strategies for this course have yielded promising
                 results. After teaching the course for three semesters,
                 we have observed the following. First, the course
                 involves every student and is highly interactive.
                 Second, as students learn the core material they ask
                 more depth questions and achieve a higher overall level
                 of knowledge than students in previous semesters of the
                 course. Finally, students enjoy the class and report
                 that they are highly satisfied with their learning;
                 more CS I students are choosing to take additional
                 Computer Science classes.",
  acknowledgement = ack-nhfb,
  fjournal =     "SIGCSE Bulletin (ACM Special Interest Group on
                 Computer Science Education)",
  journal-URL =  "http://portal.acm.org/browse_dl.cfm?idx=J688",
}

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