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 language | English |
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| Title of host publication | ITiCSE'10 - Proceedings of the 2010 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education |
| Place of Publication | New York, NY (US) |
| Publisher | ACM |
| Pages | 13-17 |
| Number of pages | 5 |
| ISBN (Print) | 978-1-60558-820-9 |
| DOIs | |
| Publication status | Published - 26 Jun 2010 |
| Event | 15th Innovation and Technology in Computer Science Education Conference - Bilkent, Ankara, Turkey Duration: 26 Jun 2010 → 30 Jun 2010 |
Conference
| Conference | 15th Innovation and Technology in Computer Science Education Conference |
|---|---|
| Abbreviated title | ITiCSE 2010 |
| Country/Territory | Turkey |
| City | Bilkent, Ankara |
| Period | 26/06/10 → 30/06/10 |
Keywords
- object-oriented programming
- phenomenography
- teaching strategy