Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/107835
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Type: Conference paper
Title: Neo-Piagetian theory as a guide to curriculum analysis
Author: Szabo, C.
Falkner, K.
Citation: Proceedings of the 45th ACM Technical Symposium on Computer Science Education, 2014 / pp.115-120
Publisher: ACM
Issue Date: 2014
ISBN: 9781450326056
Conference Name: 45th ACM technical symposium on Computer science education (SIGCSE) (05 Mar 2014 - 08 Mar 2014 : Atlanta, GA)
Statement of
Responsibility: 
Claudia Szabo and Katrina Falkner
Abstract: The development of a coherent curriculum, encapsulating appropriate topics, learning materials and assessment, is crucial for a successful educational experience. However, designing such a curriculum is a complicated task, with challenges in tracing the development of concepts across multiple courses and ensuring that assessment is at an appropriate level at specific points in the curricula. In this paper, we introduce a curriculum mapping framework based on Neo-Piagetian theory that assists lecturers in tracing concept development and assessment throughout their courses. This framework supports the identification of prerequisite concepts, where students are already assumed to be aware of specific topics, and assessment leaps, where students are assessed at a different conceptual level than they have been taught. We illustrate the application of our framework through a case study analysing the syllabus of a sequence of three first year programming courses.
Keywords: Computer Science Education; Curriculum Mapping
Rights: Copyright 2014 ACM
RMID: 0030007496
DOI: 10.1145/2538862.2538910
Appears in Collections:Computer Science publications

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