A Competency Structure Model of Object-Oriented Programming

Krämer, Matthias; Hubwieser, Peter; Brinda, Torsten

doi:10.1109/latice.2016.24

Cited by 24 publications

(10 citation statements)

References 24 publications

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“…In PBL for Programming, the problem is also seen as a learning core for student to understand how problem is formed, analyzed and solved (Nuutila, 2007;. The process involves a learning scenario (Yoneyama, 2008), or concerning a large scale problem (Livovsky, 2014;Montero, 2010) or related to learning outcomes of the course (Nuutila, 2007;Livovsky, 2014;Kramer, 2016;Thota, 2010;Sooriamurthi, 2015). The algorithm also was integrated fo some challenging problems (Livovsky, 2014;Kramer, 2016, or complex problem (Peng, 2010), and ill-structured.…”

Section: Related Workmentioning

confidence: 99%

“…The process involves a learning scenario (Yoneyama, 2008), or concerning a large scale problem (Livovsky, 2014;Montero, 2010) or related to learning outcomes of the course (Nuutila, 2007;Livovsky, 2014;Kramer, 2016;Thota, 2010;Sooriamurthi, 2015). The algorithm also was integrated fo some challenging problems (Livovsky, 2014;Kramer, 2016, or complex problem (Peng, 2010), and ill-structured. The features of the studied solutions may relate to special type of problems that requires an openmindedness (Mathews, 2013;Santos, 2013), or realworld simulation (Kramer, 2016;Peng, 2010), activation of prior knowledge (Thota, 2010;Santos, 2013), integration of theory and practice (Thota, 2010), increase of problem complexity and sufficient solution for a duration of time (Karmer, 2016), followed by validation .…”

Section: Related Workmentioning

confidence: 99%

“…The algorithm also was integrated fo some challenging problems (Livovsky, 2014;Kramer, 2016, or complex problem (Peng, 2010), and ill-structured. The features of the studied solutions may relate to special type of problems that requires an openmindedness (Mathews, 2013;Santos, 2013), or realworld simulation (Kramer, 2016;Peng, 2010), activation of prior knowledge (Thota, 2010;Santos, 2013), integration of theory and practice (Thota, 2010), increase of problem complexity and sufficient solution for a duration of time (Karmer, 2016), followed by validation . However, the study found several problematic characteristics in PBL.…”

Section: Related Workmentioning

confidence: 99%

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Effect of Hybrid Teaching Methodology and Student Group Policy on Object Oriented Problem Solving

2018

ZJPAS

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Teaching programming at university for beginner's level represents one of the most difficult tasks for faculty members. It has many challenges such as wide diversity of student's background knowledge, not able to understand programming concept, identifying programming language syntax usage etc. Through the literature, many methods and tools have been covered to make programming concepts easier to understand for students. In this paper, hybrid approach is proposed to efficiently increase the understanding capacity of the students. The hybrid method is based on problem-based and puzzle-based learning (PBL & PZBL) methods. In order to test the proposed approach, students enrolled in object oriented programming courses in software engineering department were considered as test case. In addition, the paper addresses the benefits of using non-fixed student group policy with the proposed hybrid method to get a better understanding of student learning outcome. The proposed method scored a better result when compared to standalone methods. The enhancement was reflected both in student questionnaire and final course work results.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Effect of Hybrid Teaching Methodology and Student Group Policy on Object Oriented Problem Solving

2018

ZJPAS

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“…Our project COMMOOP aims to develop a normative competency structure model [1,13] and appropriate measurement instruments for beginners, such as secondary school or undergraduate students, in the field of object-oriented programming (OOP). We started by reviewing existing literature on competency modelling in other subject areas (such as mathematics, science, humanities, arts, computer science and problem solving) regarding the development methodology as well as the model structures (for a detailed description of this process, see [14]). We identified the areas of knowledge structures, content representation, cognitive processes as well as metacognitive influences as common, recurring structural elements, and verified, expanded and refined these based on an extensive literature analysis on theoretical and empirical studies on teaching and learning as well as on psychological aspects in the field of OOP.…”

Section: The Commoop Projectmentioning

confidence: 99%

“…In a first step, we identified OOP as an important subscale [14]. Currently we're dealing with the construction of items as well as bringing them on their way to first field trials.…”

Section: Learning Metrics Psychometric Models and Item Developmentmentioning

confidence: 99%

Modelling Competency in the Field of OOP: From Investigating Computer Science Curricula to Developing Test Items

Krämer

Tobinski

Brinda

2016

IFIP Advances in Information and Communication Technology

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In this paper, we describe the results of a thorough analysis of 44 K12 computer science curricula and standards documents conducted as part of an ongoing research project aiming at the development of a competency structure model and measurement instruments in the field of object-oriented programming (OOP). The curricula analysis builds upon a first model draft derived theoretically from a literature analysis in prior work. The model draft is 4dimensional and consists of the four competency dimensions 1) OOP knowledge and skills, 2) Mastering representation, 3) Cognitive processes and 4) Metacognitive processes. We used these dimensions and the belonging subdimensions as a coding scheme and coded competency facets concerning OOP contained in the curricula and standards documents using the method of qualitative content analysis according to Mayring. This way, we could firstly successfully prove the curricular validity of our model draft and secondly, after a step of paraphrasing the identified competency facets, use these descriptions to initiate the process of item development to operationalize our competency model draft.

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Competency Models in Computing Education

Brinda,

Kramer

2020

Encyclopedia of Education and Information Technologies

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A Competency Structure Model of Object-Oriented Programming

Cited by 24 publications

References 24 publications

Effect of Hybrid Teaching Methodology and Student Group Policy on Object Oriented Problem Solving

Effect of Hybrid Teaching Methodology and Student Group Policy on Object Oriented Problem Solving

Modelling Competency in the Field of OOP: From Investigating Computer Science Curricula to Developing Test Items

Competency Models in Computing Education

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