Abstract—Students in computer science courses entering
higher education begin with computer thinking and
programming languages in a curricular unit (CU) that can be
referred to in various ways, like CS1 or programming
fundamentals. This CU is very important for the academic and
professional path of those students. Teachers and those
responsible for those courses must carefully define the learning
objectives, the learning strategies and the assessment of this
teaching-learning. Bloom's taxonomy, in its different variations,
is a powerful tool that helps in these tasks and that gives clear
indications on the language that is to be used - which is useful
for perceiving both the level of colleagues and the level of
accreditations and assessments of courses. This article provides
a detailed description of Bloom's taxonomy and its changes over
the years. Studies carried out in the context of teaching
fundamentals of programming and using Bloom's taxonomy are
listed and analyzed. In the end, the conclusions and the
definition of future works are made.
Index Terms—Bloom's taxonomy, CSE, CS1, introduction to programming.
Sónia Rolland Sobral is with the Universidade Portucalense, Portugal (e-mail: firstname.lastname@example.org).
Cite: Sónia Rolland Sobral, "Bloom's Taxonomy to Improve Teaching-Learning in Introduction to Programming," International Journal of Information and Education Technology vol. 11, no. 3, pp. 148-153, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).