1504-AE004

Computer science courses for students in higher education start with Computer Thinking and programming languages in a Curricular Unit (CU) referred to as CS1 or programming fundamentals.
This CU is crucial for students' academic and professional paths.
Teachers must define learning objectives, strategies, and assessment methods carefully.
Bloom's taxonomy serves as a powerful tool for establishing clear learning objectives, communication, and assessment standards.
The article describes Bloom's taxonomy and its evolution and analyzes studies on programming fundamentals using this taxonomy.
Conclusions and future work are outlined.

Introduction to programming is essential for first-year students in higher education, especially in computer science.
Effective course content, objectives, languages, and teaching methods require careful consideration.
Teachers need to identify specific teaching goals to facilitate student understanding and achievement.
Clear definitions of instructional objectives guide the choice of strategies and methods, enhancing effective learning.
Teaching is an intentional act, requiring well-defined objectives to direct processes effectively.
Bloom's taxonomy consists of the cognitive, psychomotor, and affective domains related to knowledge, skills, and attitudes.
Revised Bloom's Taxonomy provides a framework for structuring educational objectives in a table format addressing knowledge and cognitive processes.
Accreditation reasons justify the necessity for clear learning objectives tied to assessments.
Investigations show varied applications of Bloom's taxonomy in teaching programming fundamentals, including course design and assessment practices.
Learning differs per student, with challenges in defining uniform teaching approaches.
Definitions of learning-style, cognitive-style, and learning-strategy are crucial for personalized teaching.

Established in 1948 by a group of university professors for educational goal classification.
1959 document, "Taxonomy of educational objectives: The Classification of Educational Goals" published by Professor Benjamin Bloom.
The taxonomy outlines three learning domains, including cognitive (knowledge), psychomotor (skills), and affective (attitudes).
Cognitive domain originally included six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Original taxonomy focused on lower-order to higher-order cognitive skills.
Revised in 2001 with categories renamed to reflect active verbs: Remember, Understand, Apply, Analyze, Evaluate, Create.
Knowledge dimension established categories: Factual, Conceptual, Procedural, and Metacognitive knowledge.
Each intersection in the taxonomy table models learning objectives with specific content and action verbs.
Example: "The student will be able to remember the law of supply and demand" illustrates the utilization of nouns and verbs.

Bloom's taxonomy is applicable across disciplines, including computer science.
Studies reveal a significant percentage of publications utilize Bloom’s taxonomy for student evaluations in computer science education.
Different approaches to implementing Bloom's taxonomy in computer science were discussed, from defining objectives to the evaluation process.
Cognitive-based course structuring at various levels, mapping micro-objectives to Bloom's knowledge levels has been effectively documented.
Discrepancies in evaluations based on Bloom’s levels raise discussions on assessment accuracy, particularly regarding synthesis and evaluation skills.
Various student profiles defined through Bloom's levels highlight diverse learning trajectories.
Suggested frameworks include differentiating tasks based on student abilities.
Challenges exist in maintaining fairness and consistency in evaluations across programming tasks.

There's a need for tools aiding teachers in clearly defining instructional objectives for effective student outcomes.
Bloom's taxonomy aligns with accreditation principles and instructional clarity.
Future work aims to analyze introductory programming topics and their cognitive categories aligned with Bloom's taxonomy for better student assessment approaches.
Despite the emergence of modified taxonomies, Bloom’s remains relevant for introductory programming education and curriculum design.