Brain-based programming continued: Effective teaching in programming courses

Abstract

After the promising results of the pilot phase of "Brain-based Programming", a new teaching concept for introductory programming courses based on neurodidactical principles, the empirical study continues this year in three groups. The results obtained so far in the current semester at our university are promising, too: In the first exams the students of the experimental groups achieved significantly better than their colleagues in the traditional courses and female students seem to benefit even more of the new concept. This paper describes the basics of the teaching concept "Brain-based Programming" and reports on the empirical results regarding the positive impact this concept on the learning outcomes (Cohen's d = 0.42) as well as the students' and teachers' feedback.

Didactic Potential Of Plasticity In Teaching Foreign Languages

“…Foreign neurodidactics studies are quite numerous and describe the brain role in the learning process and the neurodidactics principles (Bryck & Fisher, 2012;Sabitzer & Pasterk, 2014;Wang, 2013;White et al, 2013). Russian studies of foreign language teaching in terms of neurodidactics are still scarce (Hafizova, 2017;Kulikova, 2014;Samosenkova & Tsotova, 2016).…”

“…As a result, applicants entering the university are faced with problems of learning a foreign language at the level established by the educational standard, on the one hand, and inability to develop foreign language competencies for further professional development, on the other hand. This circumstance necessitates the search for other approaches and methods of teaching foreign languages regardless of the level of initial knowledge of a foreign language (Kulikova, 2014;Sabitzer & Pasterk, 2014).…”

Cognitive Neuroscience in Engineering Coursework at Peruvian University Programs

“…Also, current results of neurodidactics have started to discuss the learning process for structure and orienting-based programming considers the individual preconditions (e.g. level of previous knowledge and competences), not only considering the time spent for students in the process of learning outside the lectures but also the teacher attitude and synergy with students [17].…”

Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

“…In traditional IPCs, female and male students differ in their self-beliefs as well as in their learning outcomes, with male students showing higher levels of self-efficacy [74] and better achievement [3,4,75,76]. Implementing innovative learning methods and nontraditional learning environments could promote gender equality in self-beliefs and learning outcomes in the context of programming learning [3,5,10,75,76]. Against this background, the third research question was formulated:…”