Inquiry-based learning in CS1

Abstract

Science and mathematics majors need programming skills, but many are less interested in gaining those skills than are CS majors. At our institution we have two entries into the CS major, one a typical CS1 course and the other, covering the same CS1 material, taking almost all of its examples and problems from mathematics and science in an attempt to make the course more interesting to both the science and mathematics majors and to the CS majors who have strong interests in those fields of study. The Moore Method [1, 2, 5], which is essentially a discovery learning, or inquiry-based learning method (IBL) might improve self-reliance in the students as they take over responsibility for their learning. In mathematics there are numerous sets of problem sequences for teaching various courses using IBL, but none appear in the literature for CS. The Educational Advancement Foundation (EAF) generously provided a grant to support the development of a set of mathematical and scientific problems for use in a CS1 course for mathematics, science, and computer science majors. This paper describes the IBL method and the nature of that problem set. Two CS1 courses in the fall of 2006 provide feedback on the usefulness of the problem set. One is a typical CS1 course taught in a more traditional way with typical problems and a typical text. The other was taught using the sequence of mathematics and science problems developed under the grant, no assigned text, and using the IBL pedagogical technique. A comparison of the results of the two courses suggests that the IBL methodology is effective. The number of students in either course is too small to generate definitive answers to the question of the value of IBL and the problem set, but the results are sufficiently positive to recommend further work in this area.