Bloom’s taxonomy based approach to learn basic programming PROCEEDINGS
Anabela Gomes, ISEC – Engineering Institute of Coimbra – Polytechnic Institute of Coimbra, Portugal ; António Mendes, CISUC – Center for Informatics and Systems of University of Coimbra, Portugal
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Results in programming courses are often very disappointing. There are a variety of reasons that can originate this situation such as the study methods, the student’s abilities and attitudes, the nature of programming and also some psychological aspects. However, the approach used in presenting problems to the students can also have an influence. We suppose that not all students can become brilliant programmers. We also agree that to be successful in a programming course, students should be able to build programs with some complexity from scratch. But to reach this stage takes time and teachers should be aware of what students know and what they don’t understand at each learning stage. To many students learning should be progressive, starting with simpler questions (not complete programs), progressing gradually towards more difficult ones. The support of some learning taxonomy, like Bloom’s taxonomy, can be very useful for this purpose. In this paper we analyze the impact of such a strategy in the context of a course that involves assembly programming learning.
Gomes, A. & Mendes, A. (2009). Bloom’s taxonomy based approach to learn basic programming. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2547-2554). Chesapeake, VA: AACE.
© 2009 AACE