Types of Questions in Computer Science Education - Guide to Teaching Computer Science: An Activity-Based Approach - page 169

algorithmic approaches (as in the example of general pattern2); (e) between differ-
ent representations, for example, from pseudo-code to any formal language. This
variation, however, does not foster problem-solving skills and does not involve
meaningful CS concepts. It can serve, however, for practicing different kinds of
algorithm representations.
Discussion : The focus in this type of questions should be placed on concep-
tual aspects, rather than on syntactic aspects. By conceptual aspects we refer, for
example, to problem analysis according to two different programming paradigms
or the transformation of a sequential solution into a recursive solution in the same
programming language.
In a similar way to the “programming style questions” (Type11), “transforma-
tion of a solution” questions enable to concentrate on core CS concepts. In addition,
such questions lead students to explore different problem-solving approaches. It
should be remembered, though, that since this type of questions demands skills of
high level of abstraction, it does not necessary fit all learners.

9.2.13 Combining Several Types of Questions

Though the above types of questions attempt to classify CS questions, in most cas-
es, questions either combine several types of questions (as the following example
illustrates) or cannot be classified at all (see Activity 75).
Example : The target of the following two methods is to determine whether an
integer number n is a prime number or not.

SXEOLFVWDWLFERROHDQSULPHLQWQ^
IRULQWL LQL^
LIQL
UHWXUQIDOVH

Method A

`
UHWXUQWUXH

`

SXEOLFVWDWLFERROHDQSULPHLQWQ^
LIQ
UHWXUQIDOVH
IRULQWL LQL L^
LIQL
UHWXUQIDOVH

Method B

`
UHWXUQWUXH

`