The Application of Higher-Order Cognitive Thinking Skills to Promote Students' Understanding of the Use of "Static" in Object-Oriented Programming

Autor/inn/en	Ragonis, Noa; Shmallo, Ronit
Titel	The Application of Higher-Order Cognitive Thinking Skills to Promote Students' Understanding of the Use of "Static" in Object-Oriented Programming
Quelle	In: Informatics in Education, 21 (2022) 2, S.331-352 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Programming; Computer Science Education; Concept Formation; Thinking Skills; Cognitive Processes; Taxonomy; College Students; Programming Languages; Misconceptions; Problem Solving; Classification; Teaching Methods + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; Concept learning; Begriffsbildung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Taxonomie; Collegestudent; Missverständnis; Problemlösen; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the "static" modifier. Novices encounter difficulty understanding the means and implications of "static" attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of understanding "static," and (b) a collection of questions designed to serve as a learning/practice/diagnostic tool to address those aspects. Providing answers requires learners to apply higher-order cognitive skills and, hence, to advance their understanding of the essential meaning of the concept. Each question is analyzed according to three characteristics: (a) the "static" aspects that the question examines according to a detailed classification the paper provides; (b) identification of the question according: to Bloom's revised taxonomy, to the Structure of Observed Learning Outcome (SOLO) taxonomy; and to the problem-solving keywords used in the question's formulation. Several recommendations for teaching are presented. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01