ABSTRACT
This chapter provides an historical perspective on active learning in the 1990s in physics, mathematics, and computing, followed by developments in computing education that have led to today's flipped classrooms and other active pedagogy. Altogether, throughout the 1990s, physics faculty were experimenting with alternative forms of pedagogy for introductory courses, and by 1999 McDermott and Redish compiled a listing of 224 articles about teaching and pedagogy in physics. Several ongoing events highlight the current level of interest and faculty involvement. As the author reflects upon the work presented and discussed at these events, computing faculty continue their experimentation with computing pedagogy, building upon earlier work from the 1990s. One area of development involves the utilization of emerging technology to aid teaching and learning. "In a Process-Oriented Guided Inquiry Learning classroom, teams of 3-5 learners work on instructor-facilitated activities.
