Modeling Programming Competency

1 Introduction.- 1.1 Background and Motivation.- 1.2 Goal and Research Questions.- 1.3 Contextualization of this Research.- 1.4 Structure of the Book.- References.- 2 Approaching the Concept of Competency.- 2.1 Competency Definition.- 2.1.1 Psychological Perspective on Competency.- 2.1.2 Historical Perspective on Competency.- 2.1.3 Recent Perspectives and Discussions.- 22 2.2 Taxonomies and Competency Models for Computing.- 2.2.1 Bloom's and Anderson-Krathwohl's Taxonomy.- 2.2.2 Competency Model of the German Informatics Society.- 2.3 Competency-Based Curricula Recommendations in Computing.- 2.3.1 Information Technology 2017.- 2.3.2 Computing Curricula 2020.- 2.3.3 National Curricula .- Recommendations.- 2.4 Related Research in Computing Education.- References.- 3 Research Design.- 3.1 Summary of Research Desiderata.- 3.2 Research Goals.- 3.3 Research Questions.- 3.4 Study Design.- References.- Part II Data Gathering and Analysis of University Curricula.- 4 Data Gathering of UniversityCurricula.- 4.1 Goals of Gathering and Analyzing University Curricula.- 4.2 Relevance of Gathering and Analyzing University Curricula.- 4.3 Expectations and Limitations.- 4.4 Sampling and Data Gathering.- 4.4.1 Selection of Bachelor Degree Programs.- 4.4.2 Selection of Content Area.- 4.4.3 Selection of Institutions and Study Programs.- 4.4.4 Selection of Modules.- References.- 5 Data Analysis of University Curricula.- 5.1 Methodology of the Data Analysis.- 5.2 Pre-processing of Data.- 5.2.1 Linguistic Smoothing of Competency Goals.- 5.2.2 Basic Coding Guidelines.- 5.2.3 Computer-Assisted Analysis.- 5.3 Data Analysis.- 5.3.1 Deductive Category Development.- 5.3.2 Inductive Category Development.- 5.3.3 Deductive-Inductive Category Development.- 5.4 Application of Quality Criteria.- References.- Part III Data Gathering and Analysis of Expert Interviews.- Data Gathering of Guided Expert Interviews.- 6.1 Goals of Conducting and Analyzing Guided Expert Interviews.- 6.2 Relevance of Conducting and Analyzing Guided Expert Interviews.- 6.3 Expectations and Limitations.- 6.4 Developing an Interview Guide and Questions.- 6.5 Data Gathering and Sampling.- 6.5.1 Selecting and Contacting Experts.- 6.5.2 Conducting the Interviews.- 6.5.3 Recording the Interviews.- References.- 7 Data Analysis of Guided Expert Interviews.- 7.1 Pre-processing of Data.- 7.1.1 Transcription Guidelines.- 7.1.2 Transcription System.- 7.1.3 Transcription Process.- 7.2 Data Analysis.- 7.3 Application of Quality Criteria References.- Part IV Results 8 Results of University Curricula Analysis.- 8.1 Cognitive Competencies.- 8.1.1 Cognitive Process Dimension Remembering.- 8.1.2 Cognitive Process Dimension Understanding.- 8.1.3 Cognitive Process Dimension Applying.- 8.1.4 Cognitive Process Dimension Analyzing.- 8.1.5 Cognitive Process Dimension Evaluating.- 8.1.6 Cognitive Process Dimension Creating.- 8.1.7 Knowledge Dimensions.- 8.2 Other Competencies.- 8.3 Reliability.- 8.4 Discussion of Results.- References.- 9 Results of Guided Expert Interviews.- 9.1 Cognitive Competencies.- 9.2 Other Competencies.- 9.3 Factors Preventing Programming Competency.- 9.4 Factors Contributing to Programming Competency.- 9.5 Reliability.- 9.6 Discussion of Results.- References.- 10 Summarizing and Reviewing the Components of Programming Competency.- 10.1 Summary of Cognitive Programming Competencies.- 10.2 Summary of Other Programming Competency Components.- 10.3 Review of the Anderson Krathwohl Taxonomy.- References.- Part V Wrap Up.- 11 Conclusion.- 11.1 Brief Summary of Results.- 11.1.1 Competencies Expected from Novice Programmers.- 11.1.2 Adequacy of the Anderson Krathwohl Taxonomy.- 11.1.3 Factors Influencing Students' Competency Development.- 11.2 Conclusions.- 11.3 Future Work. References.- 12 Complete List of References.