Harrie Passier
ABSTRACT
Designing and programming require several types of knowledge. Beside conceptual knowledge, procedural knowledge is of importance. Procedural knowledge, however, is often missed in courses about software design and implementation. As a consequence, students can easily be stuck and do not know how to proceed.
Considering software engineering as a complex task, the didactic approach 4C/ID is applicable. This approach prescribes that besides mental models, cognitive strategies should be learned, consisting of overall steps and rules and procedures per step. As an example, a procedure for designing and programming a concurrent program is briefly described. This procedure will scaffffold studentfis learning of concurrency concepts and their application.
- Yifat Ben-David Kolikant. 2005. Students' Alternative Standards for Correctness. In Proceedings of the First International Workshop on Computing Education Research (ICER '05). ACM, New York, NY, USA, 37--43. Google Scholar
Digital Library
- C. Larman. 2009. Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development (3rd Edition). Prentice Hall PTR, Upper Saddle River, NJ, USA. Google ScholarDigital Library
- H. Passier and B. Heeren. 2011. Modeling XML content models explained. In In proceedings of the MCCSIS. IADIS.Google Scholar
- Jeroen J.G. van Merriënboer and Paul A. Kirschner. 2013. Ten Steps to Complex Learning, a systematic appraoch to four-component instructional design (second ed.). Taylor & Francis, New York, NY, USA.Google Scholar
Index Terms
- The role of Procedural Guidance in Software Engineering Education
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