To Code or Not to Code? Programming in Introductory CS Courses
Jennifer Parham-Mocello, Martin Erwig, Emily Dominguez · 2019
Code-first approaches for introducing students to CS exclude those without preparatory privilege in programming and those intimidated by coding. Delaying coding or not using coding in an introductory CS course provides an equitable learning opportunity and includes a broader group of students in computational education. We present a study that compares a traditional Python code-first approach with an approach to delay or remove coding by first using simple, well-known stories to explain computation without the need for a computer or coding. We find that many students, especially female students and those without prior programming, are initially not interested in coding but in using stories to explain computing. We conclude that a traditional Python code-first approach excludes these students and an option using stories is a viable alternative.