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PBL: YEAR ONE ANALYSIS—INTERPRETATION AND VALIDATION
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PBL: YEAR ONE ANALYSIS—INTERPRETATION AND VALIDATION   (Citations: 4)
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We report on the parallel introduction of PBL to years one (CS1) and two (CS2) of an undergraduate computer science degree programme, with the aim of showing the important role of subjective validation of the way in which any data collected is analysed and interpreted. PBL has not been as widely accepted in computer science education as one would expect, or wish. This may be due to the scepticism of many CS educators with respect to the way in which claims for the effectiveness of PBL are presented. We will focus on addressing this problem by showing that there is an important role for subjective reasoning in the validation of any (objective) analysis. The key is that it is not possible to carry out perfect scientific experimentation and consequently data gathered can often be interpreted in many different ways. We argue that such interpretation is particularly important when first introducing PBL—where one is restricted by the amount and type of data that can be analysed—and that validation against more subjective criteria is necessary. The report compares two very different approaches to data and analysis: which we will call structured and ad-hoc. The structured approach—where the data collection and analysis was well-informed by standard practice in PBL — was used in the introduction of PBL to year 1 students (CS1). The ad-hoc approach — where analysis was primarily subjective based on the experience of the lecturer — was used in year 2 (CS2). Our comparison is fair in the sense that both CS1 and CS2 are concerned with teaching computer programming, and that the students are taken from the same environment. We conclude that both approaches require a complementary mix of objective and subjective analysis. There is little advantage to be gained, in the short term, from the more structured approach. However, an ad-hoc approach will not scale to reasonable analysis over a number of years of PBL teaching.
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