Rethinking How We Teach Git: Pedagogical Recommendations and Practical Strategies for the Information Systems Curriculum

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Detalles Bibliográficos
Publicado en:	Journal of Information Systems Education vol. 36, no. 1 (Winter 2025), p. 1
Autor principal:	Wagner, Gerit
Otros Autores:	Thurner, Laureen
Publicado:	EDSIG
Materias:	Teaching Pedagogy Students Software development Collaboration Version control Computer science Information systems Managers Knowledge management Core curriculum Skills Educational materials Software engineering Commands Models Software Teachers Curricula Familiarity Imperative sentences Information technology Open Source Technology Educational Resources Addition Teaching Methods Instructional Materials Teaching Models Science Materials Engineering Education Computer Software
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Descripción
Resumen:	Git, as the leading version-control system, is frequently employed by software developers, digital product managers, and knowledge workers. Information systems (IS) students aspiring to fill software engineering, management, or research positions would therefore benefit from familiarity with Git. However, teaching Git effectively can be challenging, as students in IS and other disciplines report themselves overwhelmed by the plethora of Git's detailed commands and options, including those involved in local setup and secure shell (SSH) connections. From our view, such technical considerations distract students, and even prevent them from developing a deeper understanding of the Git model and its underlying concepts. Ideally, teaching efforts should convey a solid understanding of the Git model and thereby enable students to ask the right questions and look up the relevant commands. With this teaching tip, we therefore challenge the common approach to organizing Git teaching materials. In particular, we draw on established pedagogical theory to propose a novel approach that employs a new, macro-level ordering of contents beginning with the concept of branches and then proceeding to committing and collaboration. We present several practical strategies that make this approach feasible. In addition, we recommend that teachers clearly separate conceptual from applied learning and present the more challenging transfer questions at the end of the course. Our hope is to stimulate reflection on the most effective ways to teach Git to future professionals.
ISSN:	1055-3096 2574-3872 1055-3104
DOI:	10.62273/BTKM5634
Fuente:	ABI/INFORM Global