Abstract
Tasks represent a central part of computer science lessons, and aim to practice programming skills or to concrete abstract concepts for example. We have investigated, which types of tasks are given to novice programmers, typically. For that purpose, we have analyzed and generalized tasks from textbooks and exercise sheets. The result is a list of twelve task types classified according to required skills and knowledge representation. In addition, we found that the task types differ very much regarding their incidence. Finally, we tried to relate the three found forms of knowledge representation to concepts of cognitive psychology.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, L.W., Krathwohl, D.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York (2001)
Berges, M., Hubwieser, P.: Towards an overview map of object-oriented programming and design. In: Proceedings of the 12th Koli Calling International Conference on Computing Education Research, Koli Calling 2012, pp. 135–136. ACM, New York (2012)
Berges, M., Hubwieser, P.: Concept specification maps: displaying content structures. In: Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2013, pp. 291–296. ACM, New York (2013)
Bower, M.: A taxonomy of task types in computing. In: Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2008, pp. 281–285. ACM, New York (2008)
Brichzin, P., Freiberger, U., Reinold, K., Wiedemann, A.: Ikarus, Natur und Technik, Schwerpunkt Informatik 6/7, 2nd edn. Oldenbourg, München (2005)
Brichzin, P., Freiberger, U., Reinold, K., Wiedemann, A.: Informatik II, Objektorientierte Modellierung. Oldenbourg, München, 1. Auflage (2008)
Brinda, T.: Didaktisches System für objektorientiertes Modellieren im Informatikunterricht der Sekundarstufe II (Dissertation). Fachbereich Elektrotechnik und Informatik, Universität Siegen (2004)
Bruner, J.S., Olver, R.R., Greenfield, P.M.: Studies in cognitive growth (1966)
Brusilovsky, P., Calabrese, E., Hvorecky, J., Kouchnirenko, A., Miller, P.: Mini-languages: a way to learn programming principles. Education and Information Technologies 2(1), 65–83 (1997)
Deitel, P.J., Deitel, H.M.: Java: How to program, 9th edn. Prentice Hall, New Jersey (2012)
Eckel, B.: Thinking in Java, 4th edn. Prentice Hall, New Jersey (2006)
Frey, E., Hubwieser, P., Winhard, F.: Informatik: Objekte, Strukturen, Algorithmen, Schülerbuch - Jahrgangsstufen 6 und 7. Klett, Stuttgart (2004)
Hansen, S.A.: Analyzing programming projects. In: Proceedings of the 40th ACM Technical Symposium on Computer Science Education, SIGCSE 2009, pp. 377–381. ACM, New York (2009)
Hazzan, O., Lapidot, T., Ragonis, N.: Guide to teaching computer science: An activity-based approach. Springer, New York (2011)
Hubwieser, P.: Computer science education in secondary schools - the introduction of a new compulsory subject. Trans. Comput. Educ. 12(4), 16:1–16:41 (2012)
Hubwieser, P., Spohrer, M., Steinert, M., Voß, S.: Algorithmen, objektorientierte Programmierung, Zustandsmodellierung, Schülerbuch - Jahrgangsstufe 10. Klett, Stuttgart (2008)
Layman, L., Williams, L., Slaten, K.: Note to self: make assignments meaningful. In: Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2007, pp. 459–463. ACM, New York (2007)
Pattis, R.E., Roberts, J., Stehlik, M.: Karel the robot: A gentle introduction to the art of programming, 2nd edn. Wiley, New York (1995)
Ragonis, N.: Type of questions - The case of computer science. Olympiads in Informatics 6, 115–132 (2012)
Ruf, A., Berges, M., Hubwieser, P.: Types of assignments for novice programmers. In: Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSE 2013, pp. 43–44. ACM, New York (2013)
Sheard, J., Simon, C.A., Chinn, D., Laakso, M.-J., Clear, T., Raadt, M.: d., D’Souza, D., Harland, J., Lister, R., Philpott, A., Warburton, G.: Exploring programming assessment instruments: a classification scheme for examination questions. In: Proceedings of the Seventh International Workshop on Computing Education Research, ICER 2011, pp. 33–38. ACM, New York (2011)
Tharp, A.L.: Getting more oomph from programming exercises. In: Proceedings of the Twelfth SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1981, pp. 91–95. ACM, New York (1981)
Wilson, B.C.: Gender differences in types of assignments preferred: implications for computer science instruction. Journal of Educational Computing Research 34(3), 245–255 (2006)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Ruf, A., Berges, M., Hubwieser, P. (2015). Classification of Programming Tasks According to Required Skills and Knowledge Representation. In: Brodnik, A., Vahrenhold, J. (eds) Informatics in Schools. Curricula, Competences, and Competitions. ISSEP 2015. Lecture Notes in Computer Science(), vol 9378. Springer, Cham. https://doi.org/10.1007/978-3-319-25396-1_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-25396-1_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-25395-4
Online ISBN: 978-3-319-25396-1
eBook Packages: Computer ScienceComputer Science (R0)