"What First?" Addressing the Critical Initial Weeks of CS-1

Abstract

This paper identities reasons why the initial experiences in an Introduction to Computer Science (CS Intro) course have critical impact on students and, as a consequence, recommends alternatives to traditional pedagogy. The beginning of a CS Intro course has profound influence on the success of students, both in that course and in future CS courses. The field of cognitive science provides insight into the underlying mechanisms responsible for the disproportionate consequences of the initial learning experiences and explanations why educators cannot rely on introspection to discover appropriate and effective pedagogy. This paper includes observations from a cognitive science perspective and recommendations - based on cognitive science principles, current pedagogical practices, and direct experience -for modifications to the pedagogy typically used during the critical first few weeks of a CS Intro course