1. The document discusses several learning theories and frameworks including Bloom's Taxonomy, SOLO Taxonomy, and Perry's model of intellectual development. It also summarizes various studies on how students learn and what skills they develop through different educational experiences like projects, lectures, and exams. 2. Bloom's Taxonomy categorizes cognitive skills into remembering, understanding, applying, analyzing, evaluating, and creating. Studies found exams mostly tested lower-order skills while projects better developed higher-order skills. 3. The SOLO Taxonomy describes how student responses integrate information from being disconnected bits to coherent wholes as understanding increases.

1. An Overview of Selected Learning Theories about Student Learning Sanjay Goel www.goelsan.wordpress.com Jaypee Institute of Information Technology, Noida, India [email_address] , [email_address]

3. Mark Guzdia, Education - From Science to Engineering: Exploring the dual nature of computing education research, CACM Feb 2011 1. Soloway’s 1983 study at Yale: “The Rainfall Problem”: Write a program that repeatedly reads in positive integers, until it reads the integer 99999. After seeing 99999, it should print out the average. Only 14% of students CS1 could solve this problem correctly. 2. Hestenes’ 1985 study : 80% students could state Newton’s Third Law at the beginning of the course… <15% of them fully understood it at the end. 3. McCracken’s 2001 MIMN study wrt CS1: WAP to evaluate arithmetic expressions in a text file. The average score of 215 students was 21%. Many of the participants never got past the design part of the problem to write any code at all. 4. Tew’s 2010 PhD thesis 3 universities wrt CS1 : Majority of her 952 test-takers failed both pseudo-code and native language exams , based on a small subset of what anyone teaches in CS1.

4. National Survey of Student Engagement (NSSE)

6. Stages of Intellectual Development, W.G. Perry, 1970

7. Perry Levels Perceptions of Knowledge Perceptions of Solutions Perceptions of self Responsibility Perceptions Teacher’s Responsibility Ability to Make Commitments Dualism - concrete thinkers who believe things are right/wrong, we/they, good/bad. Knowledge is a set of truths. There is a single correct solution to every problem. receive explanations of knowledge and become uneasy when asked to think independently, draw conclusions, or give my points of view. Experts are authorities with an ability to explain and give me correct answers. faith in, and a commitment to, truth and knowledge as it is stated by genuine authorities. Multiplicity - recognize that diversity in thinking exists. Uncertainty prevails because all opinions are valid. Knowledge is a matter of educated opinion. There is no one right solution to a problem, because all are equally valid. listen to experts, but have a right to my own opinions. Experts explain course material to me and express their opinions. feel no need to commit to any specific belief or mode of thinking. Relativism - perceive that all knowledge is relative , and that they need to orient themselves based on evidence. Knowledge is not universal , but a matter of context and situation. What is true in one situation may be false in another. Ambiguity is part of life defend own position on problem solutions based on evidence. make comparisons to distinguish between weak and strong evidence in determining knowledge. Based on their experience, experts teach procedures and analytic methods to help me reason and compare alternatives. feel there is a need for some form of personal commitment. Commitment - develop the need to take positions and commit to them. Knowledge is constructed from experience, what is learned from others, and from reflective thinking. There are many solutions to each problem; some are better, and some are worse. Take a stand on issues based on my personal values and analysis. learn and integrate new knowledge with what I already know. Experts are mentors that challenge my assumptions to support my learning. feel the need to make commitments, especially a personal commitment to learning.

12. What working IT engineers think about Teaching Methods?, SPINE based Study, 2004-05 No (j) Teaching Method Normalised Figure of Merit (Max. = 10) Category 1 Group Projects 10.0 Pivotal 2 Project 9.8 Pivotal 3 Practical Training 9.2 Pivotal 4 Industrial Training /Internship 6.5 Obligatory 5 Lecture 6.5 Obligatory 6 Seminars 6.3 Obligatory 7 Written projects/studies 6.2 Obligatory 8 Home work/Out of class assignment 3.8 Complementary

14. What students think about lectures attributes? Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National Teaching & Learning Forum , Vol 15 Number 2, USA Lecture Format property Most Effective for learning Least Effective for learning Most Often used 1. careful listening and preparing notes 36.36% 70.45% 79.55% 2. explain textbook 11.36% 90.91% 88.64% 6. creative thinking 75.00% 4.55% 9.09% 7. in-class-group-work 63.64% 4.55% 2.27% 14. discover 63.64% 2.27% 0.00% Correlation Most Effective for Learning Least Effective for Learning Least Effective for Learning -0.79 Most Often used Lecture Format -0.69 0.99

22. Rating Comparison Bloom levels What students think they get ? What students get in exams ? What students think works well for them ? What engineers recommend ? Knowledge 0.24 0.36 0.04 0.09 Comprehen-sion 0.24 0.16 0.11 0.10 Application 0.22 0.40 0.13 0.10 Analysis 0.14 0.04 0.15 0.19 Synthesis 0.14 0.05 0.46 0.38 Evaluation 0.02 0.00 0.11 0.15

25. Active Engagement Levels: Extending Bloom’s Taxonomy Sanjay Goel, PhD Thesis, 2010 Minger, 2000 Rowe & Boulgerides, 1992 Sternberg, 1999

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35. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives. Think deeply to evaluate and refine/transform their own approach and views Collaborate with others to solve problems Sanjay Goel, PhD Thesis, 2010