Design early considered harmful: graduated exposure to complexity and structure based on levels of cognitive development

Authors:
Duane Buck;David J. Stucki
Affiliations:
Otterbein College, Mathematical Sciences Department, Westerville, OH;Otterbein College, Mathematical Sciences Department, Westerville, OH
Venue:
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Year:
2000

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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.