
## Bloom'S Levels Process Level

| Reading and Understanding    | Remember and Understanding   |
|------------------------------|------------------------------|
| Writing small code fragments | Apply and Analyze            |
| Writing non-trivial programs | Evaluate and Create          |

Table 3: CS1 Cognitive Process Model according to [32]
small. So that focus is set as much as possible on expressing well-known concepts at the local (method) level. We want to add, following [15] among others, that templates should be initially used so that the process Apply can be incrementally evolved into Analyze.

Focusing on reading and understanding offers some benefits by the elaboration of exercises because questions forces the student to solve problems without being able to run code on a machine. The author strongly exploits this by using Multiple Choice Questions
(MCQ) as a testing technique.  For instance, example in Figure 5.2 in [31] exercises on iterations over arrays.

The exercise design intentionally contains distractors to test misconceptions, as the author explains. In contrast with the exercise shown in Figure 1 the intended function is specified, however. Interesting questions remain how to adapt such a kind of exercise in a interactive e-Learning environment according to our requirements. We will discuss this, in the second part of this work.

It is worth mentioning that the presented CS1 model does not directly match the knowledge dimension of the taxonomy, which poses an interesting question, indeed. Actually, we have not found any CS1 approach dealing with this dimension, directly.

As an attempt to elaborate some ideas for this issue, we briefly consider the learning model used in [3]. It serves us as a contrast because the CS1 model is different to[32, 33], and not explictly aligned with Bloom.

Instead, the course model is an implementation of the so-called early-bird pattern ([4]).

We may interprete it in terms of driving the course by modeling not directly by language function, which in a SE/OOP context appears to be natural. In fact, authors explicitly aim at SE as a student target.

From the point of view of the Bloom's Taxonomy, we claim, the course is driven by the knowledge dimension, the process dimension is subordinated, in such a sense.  Moreover, the knowledge dimension is covered iteratively (like a spiral model), so the course consists of several cycles covering a core set of new topics added on the top or extending previously covered material. Using models and Bluej apparently help to deal with programming language related details, especially at the beginning. In any case, Java plays a central role in this course.

By taking a look at the material in [3], we have identified a categorization as shown in Table 4. We have provided some simple examples as clues as seen in the table. It seems to us, under a model-based approach the Factual and Conceptual knowledge levels nnneee with the complete of the complete of the complete and the complete of the conceptual model which the student has to understand and play with before learn how to