This paper is published by ACM and requires payment for access.

From phenomenography study to planning teaching

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.

DOI: 10.1145/1822090.1822096

Extracted Key Phrases

1 Figure or Table

Unfortunately, ACM prohibits us from displaying non-influential references for this paper.

To see the full reference list, please visit http://dl.acm.org/citation.cfm?id=1822096.