On the reliability of classifying programming tasks using a neo-piagetian theory of cognitive development

Gluga, Richard; Kay, Judy; Lister, Raymond; Teague, Donna

doi:10.1145/2361276.2361284

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…In his discussion of predictions of programming ability, Lister hypothesises that discrepancies may be understood by applying Neo-Piagetian reasoning; formal operational behaviours in unrelated areas are not necessarily indicative of a student's ability to rapidly develop in new areas, such as programming. Gluga et al [4] extend this work with their description of an interactive web-based tool designed to assist computer science educators in assessing their assessment activities according to Neo-Piagetian theory. Falkner et al [2] apply Neo-Piagetian theory to the identification of mental models for software development at pre-operational, concrete operational and formal operational stages, facilitating the identification of software development practices and ways of articulating those practices that can be easily understood by novice programmers.…”

Section: Related Workmentioning

confidence: 97%

Neo-piagetian theory as a guide to curriculum analysis

Szabo

Falkner

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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The development of a coherent curriculum, encapsulating appropriate topics, learning materials and assessment, is crucial for a successful educational experience. However, designing such a curriculum is a complicated task, with challenges in tracing the development of concepts across multiple courses and ensuring that assessment is at an appropriate level at specific points in the curricula.In this paper, we introduce a curriculum mapping framework based on Neo-Piagetian theory that assists lecturers in tracing concept development and assessment throughout their courses. This framework supports the identification of prerequisite concepts, where students are already assumed to be aware of specific topics, and assessment leaps, where students are assessed at a different conceptual level than they have been taught. We illustrate the application of our framework through a case study analysing the syllabus of a sequence of three first year programming courses.

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Section: Related Workmentioning

confidence: 97%

Neo-piagetian theory as a guide to curriculum analysis

Szabo

Falkner

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…In his discussion of predictions of programming ability, Lister hypothesises that discrepancies may be understood by applying Neo-Piagetian reasoning; formal operational behaviours in unrelated areas are not necessarily indicative of a student's ability to rapidly develop in new areas, such as programming. Gluga et al [8] extend this work with their description of an interactive web-based tool designed to assist computer science educators in assessing their assessment activities according to Neo-Piagetian theory. Falkner et al [6] apply Neo-Piagetian theory to the identification of mental models for software development at pre-operational, concrete operational and formal operational stages, facilitating the identification of software development practices and ways of articulating those practices that can be easily understood by novice programmers.…”

Section: Related Workmentioning

confidence: 97%

Experiences in course design using neo-piagetian theory

Szabo

Falkner

2014

Proceedings of the 14th Koli Calling International Conference on Computing Education Research

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Course design is a fundamental yet challenging activity in any curriculum development exercise. A course needs to have clearly identified learning outcomes associated with the development of core concepts, and must include appropriate and varied topics, learning materials, and assessment activities that support those learning outcomes. For the identified core concepts, the learning and assessment activities must allow the learner the opportunity to develop an in-depth understanding of the concept and how it is applied. In this paper, we propose a methodology for course design that relies on a Neo-Piagetian taxonomy of cognitive development, which develops mastery through a series of explicit stages of cognitive development. In the design of the learning and assessment activities, we focus on ensuring that learning activities allow the students to explore the taught concepts at increasing Neo-Piagetian cognitive levels, supporting graduated exposure to concept development and the alignment of assessment with the cognitive level required from the learning outcomes. We demonstrate our approach for the design of an intermediate programming course and discuss our experiences and lessons learned.

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“…code [360,63,193,201,115,194,361], similar to learners' developmental stages of cognitive development. Inspired by such hierarchy, studies have presented novel pedagogical approaches emphasizing program comprehension abilities with promising results [232,396,256,255].…”

Section: Objectives and Scopementioning

confidence: 99%