Dimensions of programming knowledge

Andreas Mühling; Peter Hubwieser; Marc Berges

doi:10.1007/978-3-319-25396-1_4

Dimensions of programming knowledge

Andreas Mühling
, Peter Hubwieser
, Marc Berges

Department of Computer Science

Technical University of Munich

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

8 Scopus citations

Abstract

Nowadays, learning and teaching outcomes are defined pre- dominantly 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.

Original language	English
Title of host publication	Informatics in Schools
Subtitle of host publication	Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings
Editors	Andrej Brodnik, Jan Vahrenhold
Publisher	Springer Verlag
Pages	32-44
Number of pages	13
ISBN (Print)	9783319253954
DOIs	https://doi.org/10.1007/978-3-319-25396-1_4
State	Published - 2015
Event	8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015 - Ljubljana, Slovenia Duration: 28 Sep 2015 → 1 Oct 2015

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9378
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015
Country/Territory	Slovenia
City	Ljubljana
Period	28/09/15 → 1/10/15

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10.1007/978-3-319-25396-1_4

Cite this

Mühling, A., Hubwieser, P., & Berges, M. (2015). Dimensions of programming knowledge. In A. Brodnik, & J. Vahrenhold (Eds.), Informatics in Schools: Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings (pp. 32-44). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9378). Springer Verlag. https://doi.org/10.1007/978-3-319-25396-1_4

Mühling, Andreas ; Hubwieser, Peter ; Berges, Marc. / Dimensions of programming knowledge. Informatics in Schools: Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings. editor / Andrej Brodnik ; Jan Vahrenhold. Springer Verlag, 2015. pp. 32-44 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "Nowadays, learning and teaching outcomes are defined pre- dominantly 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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Mühling, A, Hubwieser, P & Berges, M 2015, Dimensions of programming knowledge. in A Brodnik & J Vahrenhold (eds), Informatics in Schools: Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9378, Springer Verlag, pp. 32-44, 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Ljubljana, Slovenia, 28/09/15. https://doi.org/10.1007/978-3-319-25396-1_4

Dimensions of programming knowledge. / Mühling, Andreas; Hubwieser, Peter; Berges, Marc.
Informatics in Schools: Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings. ed. / Andrej Brodnik; Jan Vahrenhold. Springer Verlag, 2015. p. 32-44 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9378).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Dimensions of programming knowledge

AU - Mühling, Andreas

AU - Hubwieser, Peter

AU - Berges, Marc

N1 - Publisher Copyright: © Springer International Publishing Switzerland 2015.

PY - 2015

Y1 - 2015

N2 - Nowadays, learning and teaching outcomes are defined pre- dominantly 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.

AB - Nowadays, learning and teaching outcomes are defined pre- dominantly 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.

UR - https://www.scopus.com/pages/publications/84950257737

U2 - 10.1007/978-3-319-25396-1_4

DO - 10.1007/978-3-319-25396-1_4

M3 - Conference contribution

AN - SCOPUS:84950257737

SN - 9783319253954

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 32

EP - 44

BT - Informatics in Schools

A2 - Brodnik, Andrej

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Mühling A, Hubwieser P, Berges M. Dimensions of programming knowledge. In Brodnik A, Vahrenhold J, editors, Informatics in Schools: Curricula, Competences, and Competitions - 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Proceedings. Springer Verlag. 2015. p. 32-44. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-25396-1_4

Dimensions of programming knowledge

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