A Three-Level Framework for Programming Task Design in CS1: Bridging Conceptual Understanding and Transfer

Abstract: Introductory programming courses (CS1) often have high failure and dropout rates, signaling persistent challenges in mastering programming fundamentals. This paper synthesizes research from computing education, cognitive load theory, and transfer of learning to present a systematic framework for designing programming tasks at three levels: understanding, application, and applying. The framework aligns with modern Bloom’s Taxonomy in computing, aiming to support curriculum development, assessment alignment, and effective teaching in CS1. The camera-ready version improves structure, arguments, and includes ACM-style citations for SIGCSE and TOCE submission.

CCS CONCEPTS Social and professional topics → Computing education Applied computing → Education → Interactive learning environments Software and its engineering → Programming languages → General programming languages • Computing education: Highlights the importance of effective teaching methods and curriculum in computer science.
• Interactive learning environments: Focuses on frameworks that foster active engagement and conceptual growth for students.
• General programming languages: Centers on core principles and broad programming skills, independent of language specifics.

Keywords: Bloom’s Taxonomy, Cognitive, Problem-solving.