Instructing non-majors programming: Knowledge organization by illustration

A typical approach to teaching programming is to start with the syntax of the construct, followed by showing some code examples, and then discussions move to how you can create more complex statements using the construct being introduced. We suggest reorganizing the approach and to make the syntax discussion more effective, show actual code within the integrated design environment, then move back to the standard syntax discussion at the end. The introduction to the topic can then be wrapped up with students writing a short section of code to reinforce the concept. This approach was implemented due to an overwhelming response from students who would like ldquofewer lecturesrdquo and ldquomore labsrdquo. A moderate change from the way we teach could hook the student in, make them grasp the material quicker, and get them interested in problem-solving activities. This is especially important for the non-major, whose real interest lies elsewhere. This paper documents a technique which demonstrates that illustrating the programming construct and syntax is best delivered through an example, by showing students actual code samples, actual runs, demonstrations, and tests, before the syntax of the construct is introduced. By introducing the student to a well-structured illustration, students formulate a clearer idea of how the construct is implemented and sustains the studentpsilas knowledge organization of the material. This is supported with empirical data that shows studentspsila understanding and grasp of the material.