An Experience-Driven Pedagogy for the Instruction of Software Testing in Computer Science

In the realm of computer programming, the experience of writing a program is used to reinforce concepts and evaluate ability. This research uses three case studies to evaluate the introduction of testing through Kolb's Experiential Learning Model (ELM). We then analyze the impact of those testing experiences to determine methods for improving future courses. The first testing experience that students encounter are unit test reports in their early courses. This course demonstrates that automating and improving feedback can provide more ELM iterations. The JUnit Generation (JUG) tool also provided a positive experience for the instructor by reducing the overall workload. Later, undergraduate and graduate students have the opportunity to work together in a multi-role Human-Computer Interaction (HCI) course. The interactions use usability analysis techniques with graduate students as usability experts and undergraduate students as design engineers. Students get experience testing the user experience of their product prototypes using methods varying from heuristic analysis to user testing. From this course, we learned the importance of the instructors role in the ELM. As more roles were added to the HCI course, a desire arose to provide more complete, quality assured software. This inspired the addition of unit testing experiences to the course. However, we learned that significant preparations must be made to apply the ELM when students are resistant. The research presented through these courses was driven by the recognition of a need for testing in a Computer Science curriculum. Our understanding of the ELM suggests the need for student experience when being introduced to testing concepts. We learned that experiential learning, when appropriately implemented, can provide benefits to the Computer Science classroom. When examined together, these course-based research projects provided insight into building strong testing practices into a curriculum.

THE EFFECTS OF MODELING INSTRUCTION ON STUDENT LEARNING OF A NEWTONIAN FORCE CONCEPT

This study explores the effects of modeling instruction on student learning in physics. Multiple representations grounded in physical contexts were employed by students to analyze the results of inquiry lab investigations. Class whiteboard discussions geared toward a class consensus following Socratic dialogue were implemented throughout the modeling cycle. Lab investigations designed to address student preconceptions related to Newton’s Third Law were implemented. Student achievement was measured based on normalized gains on the Force Concept Inventory. Normalized FCI gains achieved by students in this study were comparable to those achieved by students of other novice modelers. Physics students who had taken a modeling Intro to Physics course scored significantly higher on the FCI posttest than those who had not. The FCI results also provided insight into deeply rooted student preconceptions related to Newton’s Third Law. Implications for instruction and the design of lab investigations related to Newton’s Third Law are discussed.