Dimensions of Programming Knowledge
Mühling A, Hubwieser P, Berges MP (2015)
Publication Language: English
Publication Type: Conference contribution, Conference Contribution
Publication year: 2015
Publisher: Springer
Series: Lecture Notes in Computer Science
City/Town: Heidelberg
Pages Range: 32--44
Conference Proceedings Title: Informatics in Schools. Curricula, Competences, and Competitions
ISBN: 978-3-319-25395-4
Abstract
Nowadays, learning and teaching outcomes are defined predominantly by target competencies. In order to assess learning outcomes, properly defined and empirically validated competency models are required. For object-oriented programming, such models have not been brought forward up to now. Aiming to develop a competency structure and level model for this field, we have examined the structural knowledge of programming novices to derive its potential dimensions. The results suggest 6 dimensions. Additionally, we propose difficulty levels for two of these dimensions based on the SOLO taxonomy. The empirical validation of these dimensions and their levels is subject to further investigations.
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Germany (DE)How to cite
APA:
Mühling, A., Hubwieser, P., & Berges, M.-P. (2015). Dimensions of Programming Knowledge. In Brodnik A, Vahrenhold J (Eds.), Informatics in Schools. Curricula, Competences, and Competitions (pp. 32--44). Heidelberg: Springer.
MLA:
Mühling, Andreas, Peter Hubwieser, and Marc-Pascal Berges. "Dimensions of Programming Knowledge." Proceedings of the Informatics in Schools. Curricula, Competences, and Competitions Ed. Brodnik A, Vahrenhold J, Heidelberg: Springer, 2015. 32--44.
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