Towards a Competence Model for the Novice Programmer Using Bloom's Revised Taxonomy - An Empirical Approach

Kiesler, Natalie

doi:10.1145/3341525.3387419

Cited by 28 publications

(6 citation statements)

References 26 publications

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“…Knowledge refers to the relevant contents involved in the learning process, including four categories from concrete to abstract: factual, conceptual, procedural and Metacognitive. Factual is the basic element that learners must be familiar with in order to understand the topic or solve problems; Conceptual focuses on the relationship between the basic elements based on the concept and can make these elements work together; Procedural refers to the method of doing things or the activity process of how to operate, including the standard of using some skills, algorithms and technical means; Metacognitive includes general cognitive knowledge and self-cognitive knowledge (Anderson et al, 2001;Kiesler, 2020). Knowledge classification provides a target classification system for teachers of different disciplines so that teachers can accurately grasp classroom teaching objectives, pay close attention to teaching objectives, and carry out teaching activities and learning process evaluations (Parsaei et al, 2017;Armstrong, 2016).…”

Section: Bloom's Taxonomymentioning

confidence: 99%

“…The cognitive category has been used by most traditional education to construct the learning objectives, teaching activities and evaluation of curriculum (Anderson et al, 2000). Six cognitive processes, from a low level to a high level, are combined with four knowledge levels, from concrete to abstract, to form a matrix as an excellent auxiliary tool for creating teaching objectives (Kiesler, 2020;Anderson et al, 2000).…”

Section: Bloom's Taxonomymentioning

confidence: 99%

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Developing a Graphic Design Thinking Model to Enhance the Creative Thinking

Hua

Eng²,

Wu³

et al. 2023

Acad. J. Interdiscip. Stud.

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In this paper, based on Bloom's Taxonomy and Double Diamond Model, this study explores to development of the Graphic Design Thinking Model, which involves the knowledge dimension and the cognitive dimension, and it will be used to improve creative thinking for solving problems in relevant design courses. To test this hypothesis, the researcher will measure the effectiveness of this model used in the implementation of design projects and compare the improvement of various indicators of creative thinking. The respondents are 30 students from one university in China majoring in art and design, who were asked to take a pre-test, and a post-test according to the GDT Model in the graphic design course. The researcher has referred to the Torrance Tests of Creative Thinking (TTCT) and used a Likert scale to determine the pre-test and post-test scores in the design projects. The results analyzed by SPSS show that the GDT Model can help students to realize the creation of graphics, significantly improving their creative thinking. Received: 15 December 2022 / Accepted: 26 February 2023 / Published: 5 March 2023

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Section: Bloom's Taxonomymentioning

confidence: 99%

Section: Bloom's Taxonomymentioning

confidence: 99%

Developing a Graphic Design Thinking Model to Enhance the Creative Thinking

Hua

Eng²,

Wu³

et al. 2023

Acad. J. Interdiscip. Stud.

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“…However, instructors and researchers may have problems applying taxonomies, creating competency models, or understanding how they relate to the cognitive domain of student learning. Kiesler et al [147] helped reduce the stigma of competence modeling, where the knowledge domain cannot correctly frame the high-order skills needed in some computing courses.…”

Section: Recommendation 3: Instill Competency In All Computing Progra...mentioning

confidence: 99%

Toward Competency-Based Professional Accreditation in Computing

Raj

Impagliazzo

Aly

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

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Program accreditation in medical or religious professions has existed since the 1800s while accreditation of business and engineering programs started in the early twentieth century. With this long history, these disciplines have focused on ensuring the competence of their graduates, as modern society demands appropriate expertise from doctors and engineers before letting them practice their profession. In computing, however, professional accreditation started in the last decades of the twentieth century only after computer science, informatics, and information systems programs became widespread. At the same time, although competency-based learning has existed for centuries, its growth in computing is relatively new, resulting from recent curricular reports such as Computing Curricula 2020, which have defined competency comprising knowledge, skills, and dispositions. In addition, demands are being placed on university programs to ensure their graduates are ready for entering and sustaining employment in the computing profession.This work explores the role of accreditation in the formation and development of professional competency in non-computing disciplines worldwide, building on this understanding to see how computing accreditation bodies could play a similar role in computing. This work explores the role of accreditation in the formation and development of professional competency in non-computing disciplines worldwide, building on this understanding to see how computing accreditation bodies could play a similar role in computing. Its recommendations are to incorporate competencies in all computing programs and future curricular guidelines; create

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“…One of the demands of learning in the 21st century is how students can improve their ability to think at a higher level, namely critical and creative [1,2], which is Bloom's revised Anderson taxonomy enters cognitive levels: C4 (analyzing), C5 (evaluating) and C6 (creating) [3][4][5][6]. On the other hand, learning must simultaneously encourage students.…”

Section: Introductionmentioning

confidence: 99%

Literature Study of Understanding the Physical Concepts of Straight Motion Materials Using the Gasing Method

Prasetyo¹,

Jatmiko

Jufriansah³

2020

Indones. Rev. Phys.

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Not all physics concepts must be understood and mastered by deriving formulas through differential or integral techniques. Mechanics, for example, can be understood with simple logic without formulas, variables, and numbers. The fun method, or known as the GASING method, is a science learning method that has been offered by Yohanes Surya since 1996. This method offers fun learning activities for students. This research is a literature review of several books and research articles related to learning physics science using top methods. It turns out that with the spinning method, the concepts of velocity and acceleration in straight motion material can be understood easily and can solve some physics problems about straight motion without complicated physics formulas. All these physics problems are solved by simple logic and expressed in words.

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Towards a Competence Model for the Novice Programmer Using Bloom's Revised Taxonomy - An Empirical Approach

Cited by 28 publications

References 26 publications

Developing a Graphic Design Thinking Model to Enhance the Creative Thinking

Developing a Graphic Design Thinking Model to Enhance the Creative Thinking

Toward Competency-Based Professional Accreditation in Computing

Literature Study of Understanding the Physical Concepts of Straight Motion Materials Using the Gasing Method

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