From phenomenography study to planning teaching

Errol Thompson*

*Corresponding author for this work

Research output: Chapter in Book/Published conference outputConference publication

Abstract

A phenomenographic study uncovers variations in the way that the subjects are aware of a phenomenon. In the categories of description that represent the variations in awareness there are features that, through their variation, define the characteristics of the categories. Teaching seeks to foster a change in the way that the learner is aware of a phenomenon through opening up a space of learning. This paper outlines the way that the outcome spaces from a phenomenographic study can be used to plan a teaching programme that utilises variations in the features. It discusses a strategy for teaching programming based on a phenomenographic study of practitioner conceptions of an object-oriented program. The strategy covers features related to the nature of an object-oriented program.

Original languageEnglish
Title of host publicationITiCSE'10 - Proceedings of the 2010 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education
Place of PublicationNew York, NY (US)
PublisherACM
Pages13-17
Number of pages5
ISBN (Print)978-1-60558-820-9
DOIs
Publication statusPublished - 26 Jun 2010
Event15th Innovation and Technology in Computer Science Education Conference - Bilkent, Ankara, Turkey
Duration: 26 Jun 201030 Jun 2010

Conference

Conference15th Innovation and Technology in Computer Science Education Conference
Abbreviated titleITiCSE 2010
Country/TerritoryTurkey
CityBilkent, Ankara
Period26/06/1030/06/10

Keywords

  • object-oriented programming
  • phenomenography
  • teaching strategy

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