research-article

Instructional Framework for CS1 Question Activities

Authors:

Katrina Falkner,

Rebecca VivianAuthors Info & Claims

ITiCSE '19: Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

Pages 189 - 195

https://doi.org/10.1145/3304221.3319732

Published: 02 July 2019 Publication History

Abstract

Questioning is a learning activity that can promote the use of critical thinking skills, where thinking processes are required to answer a posed question. In this paper, we map instructional question types to Bloom's Taxonomy--a classification of critical thinking skills required for cognition--to form a framework for educators to construct learning activities through questioning. The preliminary instructional framework is applied to a question activity within a blended CS1 learning environment to support students in better understanding on how to solve a programming assignment. Our results show students meeting the desired Bloom's cognitive level when answering the question activity. Future research opportunities are presented to test the framework for upper-division CS courses and further explore the framework as an intervention for programming assignments.

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Cited By

Jayaraman SKolarkar AStone JYuen TShoop LRebelsky SPrather J(2025)Using Peer Tutoring to Bolster Retention Rates and Student Performance in CS1 CoursesProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 210.1145/3641555.3705278(1495-1496)Online publication date: 18-Feb-2025
https://dl.acm.org/doi/10.1145/3641555.3705278
Bevilacqua JChiodini LMoreno Santos IHauswirth MStephenson BStone JBattestilli LRebelsky SShoop L(2024)Using Notional Machines to Automatically Assess Students' Comprehension of Their Own CodeProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 210.1145/3626253.3635524(1572-1573)Online publication date: 14-Mar-2024
https://dl.acm.org/doi/10.1145/3626253.3635524
Thomas A(2023)A Consolidated Catalogue of Question Types for Programming CoursesICT Education10.1007/978-3-031-48536-7_9(119-133)Online publication date: 29-Nov-2023
https://doi.org/10.1007/978-3-031-48536-7_9
Show More Cited By

Index Terms

Instructional Framework for CS1 Question Activities
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        CS1

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cover image ACM Conferences

ITiCSE '19: Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

July 2019

583 pages

ISBN:9781450368957

DOI:10.1145/3304221

General Chairs:
Bruce Scharlau
University of Aberdeen, UK
,
Roger McDermott
Robert Gordon University, UK
,
Program Chairs:
Arnold Pears
KTH Royal Institute of Technology, Sweden
,
Mihaela Sabin
University of New Hampshire, USA

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Published: 02 July 2019

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July 15 - 17, 2019

Aberdeen, Scotland Uk

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Overall Acceptance Rate 552 of 1,613 submissions, 34%

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Cited By

Jayaraman SKolarkar AStone JYuen TShoop LRebelsky SPrather J(2025)Using Peer Tutoring to Bolster Retention Rates and Student Performance in CS1 CoursesProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 210.1145/3641555.3705278(1495-1496)Online publication date: 18-Feb-2025
https://dl.acm.org/doi/10.1145/3641555.3705278
Bevilacqua JChiodini LMoreno Santos IHauswirth MStephenson BStone JBattestilli LRebelsky SShoop L(2024)Using Notional Machines to Automatically Assess Students' Comprehension of Their Own CodeProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 210.1145/3626253.3635524(1572-1573)Online publication date: 14-Mar-2024
https://dl.acm.org/doi/10.1145/3626253.3635524
Thomas A(2023)A Consolidated Catalogue of Question Types for Programming CoursesICT Education10.1007/978-3-031-48536-7_9(119-133)Online publication date: 29-Nov-2023
https://doi.org/10.1007/978-3-031-48536-7_9
Conceicao WHolanda MMacedo FIshikawa ENunes VDa Silva D(2022)Automatic Feedback in the Teaching of Programming in Undergraduate Courses: a Literature Mapping2022 IEEE Frontiers in Education Conference (FIE)10.1109/FIE56618.2022.9962723(1-9)Online publication date: 8-Oct-2022
https://doi.org/10.1109/FIE56618.2022.9962723

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