The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Programming

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 cla...

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Vydané v:Informatics in education Ročník 21; číslo 2; s. 331 - 352
Hlavní autori: RAGONIS, Noa, SHMALLO, Ronit
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Vilniaus Universiteto Leidykla 2022
Vilnius University Press
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences
Predmet:
Classification
Cognitive Processes
College Students
Computer Science Education
Concept Formation
Education
ICT Information and Communications Technologies
Misconceptions
Problem Solving
Programming
Programming Languages
Taxonomy
Teaching Methods
Thinking Skills
computer science education
Bloom’s taxonomy
objectoriented programming
SOLO taxonomy
higherorder cognitive skills
static variablemethod
ISSN:1648-5831
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Popis
Shrnutí: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/di-agnostic 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.
ISSN:1648-5831
DOI:10.15388/infedu.2022.10