Types of Questions in Computer Science Education - Guide to Teaching Computer Science: An Activity-Based Approach - page 171

course plenum takes place in which the classifications are presented and their
rationales are articulated.
We note that in most CS textbooks at the end of each chapter, a set of ques-
tions is usually presented and the questions to be sorted can be taken from
there. In this case, it is relevant to increase the students' awareness to the fact
that they should examine also these sets of questions while choosing a text
book to be used in their future filed work.

Activity 75: Classification of Nonsimple Questions
The students get a worksheet with patterns of questions, and are asked to
work in groups and for each pattern, either to indicate its type (by using the
list of types) or state that no type of questions fits it. In the second case,
students are asked to formulate a new type of question and to indicate its
pedagogical targets.
Table 9.1 presents a worksheet about the classification of question patterns.

Table 9.1 Worksheet about the classification of nonsimple questions
Worksheet—question classification
In what follows, a list of questions patterns is presented
For each question pattern determine its type; if you cannot find a suitable type, formu-
late a new type that captures its essence and indicate the pedagogical purposes of this
type of questions
1. A trace table is given. Write a sequence of instructions that produces this trace table
2. In the computer lab: A given program contains a new built-in function called
doSomething. Investigate the purpose of this function and formulate it. Document your
investigation process
3. In what follows, several runtime errors are presented. For each of them, write a pro-
gram that during its running, the error is received
4. A narrative-algorithmic question is presented. Choose the most appropriate data
structure needed to solve the question, and explain your choice
5. In the computer lab: Play a given game and speculate what classes/data structures/
functions used for its programming

9.3 Problem-Solving Questions 1

The centrality of the problem-solving process was emphasized in Chap. 5, in which
we offered different pedagogical tools to help learners acquire problem-solving
strategies and gain experience in these skills.

1 Based on Ragonis and Shilo ( 2013 ).