Design Early Considered Harmful: Graduated Exposure to Complexity and Structure Based on Levels of Cognitive Development

Authors

Duane Buck, Otterbein UniversityFollow
David J. Stucki, Otterbein UniversityFollow

Document Type

Conference Proceeding

Publication Date

2000

Publication Title

SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)

Publisher

ACM

Keywords

Inside/out Pedagogy, CS1, CS2, Control Structure Diagrams, Bloom’s Taxonomy, Formal Specifications

Abstract

We have recognized that the natural tendency to teach according to the structure of one’s own understanding runs contrary to established models of cognitive development. Bloom’s Taxonomy has provided a basis for establishing a more efficacious pedagogy. Emphasizing a hierarchical progression of skill sets and gradual learning through example, our approach advocates teaching software development from the inside/out rather than beginning with either console apps or monolithic designs.

First Page

75

Last Page

79

Repository Citation

Buck, Duane and Stucki, David J., "Design Early Considered Harmful: Graduated Exposure to Complexity and Structure Based on Levels of Cognitive Development" (2000). Mathematics Faculty Scholarship. 12.
https://digitalcommons.otterbein.edu/math_fac/12

Original Citation

Buck, Duane, and David J. Stucki. "Design Early Considered Harmful: Graduated Exposure To Complexity And Structure Based On Levels Of Cognitive Development." SIGCSE Bulletin (Association For Computing Machinery, Special Interest Group On Computer Science Education) (2000): 75-79.

DOI

10.1145/331795.331817

Version

Publisher's Version

Publisher's Statement

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Peer Reviewed

1