NDLI: Abstraction ability as an indicator of success for learning computing science?

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Abstraction ability as an indicator of success for learning computing science?

Content Provider	ACM Digital Library
Author	Bennedssen, Jens Caspersen, Michael E.
Abstract	Computing scientists generally agree that abstract thinking is a crucial component for practicing computer science. We report on a three-year longitudinal study to confirm the hypothesis that general abstraction ability has a positive impact on performance in computing science. Abstraction ability is operationalized as stages of cognitive development for which validated tests exist. Performance in computing science is operationalized as grade in the final assessment of ten courses of a bachelor's degree programme in computing science. The validity of the operationalizations is discussed. We have investigated the positive impact overall, for two groupings of courses (a content-based grouping and a grouping based on SOLO levels of the courses' intended learning outcome), and for each individual course. Surprisingly, our study shows that there is hardly any correlation between stage of cognitive development (abstraction ability) and final grades in standard CS courses, neither for the various group-ings, nor for the individual courses. Possible explanations are discussed.
Starting Page	15
Ending Page	26
Page Count	12
File Format	PDF
ISBN	9781605582160
DOI	10.1145/1404520.1404523
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2008-09-06
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Cs Computer science Learning Abstraction Indicator Success
Content Type	Text
Resource Type	Article

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