From phenomenography study to planning teaching


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.

DOI: 10.1145/1822090.1822096

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@inproceedings{Thompson2010FromPS, title={From phenomenography study to planning teaching}, author={Errol Thompson}, booktitle={ITiCSE}, year={2010} }