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An integrative review analyzes key components including Teaching Software Development Education, Problem Solving, Threshold Concepts, and Computational Thinking, synthesizing findings into a spiral learning framework and four development stages. The result identifies seven skills and four concepts and guides educators to teach structured problem solving and sound software development habits consistently.",{"@graph":63,"@context":123},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/generating-a-template-for-an-educational-software-development-methodology-for-novice-computing-undergraduates-volume-23/245884/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/generating-a-template-for-an-educational-software-development-methodology-for-novice-computing-undergraduates-volume-23/245884.png","ImageObject",442,249,{"name":88,"@type":89},"Connor ","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-14","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115,119],{"name":106,"@type":107,"acceptedAnswer":108},"What is the purpose of the research in the document?","Question",{"text":109,"@type":110},"The study aims to produce a foundational template for an educational software development methodology for novice computing undergraduates based on established literature.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How was the integrative review conducted?",{"text":114,"@type":110},"The review analyzed key areas using systematic reviews for Computational Thinking and Software Development Education with PRISMA, and narrative reviews for Problem Solving and Threshold Concepts.",{"name":116,"@type":107,"acceptedAnswer":117},"What skills and concepts does the template identify for novice learners?",{"text":118,"@type":110},"The research identifies seven skills (e.g., abstraction, decomposition, evaluation, pattern recognition, and writing algorithms) and four concepts (e.g., state and sequential flow, modularity, and object interaction).",{"name":120,"@type":107,"acceptedAnswer":121},"What learning structure and stages guide software problem solving in the proposed template?",{"text":122,"@type":110},"Teaching is organized into a spiral learning framework supported by four development stages: understanding the problem, breaking into tasks, designing, coding/testing/integrating, and final evaluation and reflection.","https://schema.org",{"og:url":78,"og:type":125,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":127,"canonical":78},"index,follow",{"doc_id":129,"site_id":56},245884,1789231793,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":88,"user_avatar":134,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":140,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":130,"read_time":20},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Volume 23, 2024  \nGENERATING A TEMPLATE FOR AN EDUCATIONAL SOFTWARE DEVELOPMENT METHODOLOGY FOR  \nNOVICE COMPUTING UNDERGRADUATES: AN INTEGRATIVE REVIEW  \n\n| Catherine Higgins* Ciaran O’Leary\u003Cbr>Claire McAvinia\u003Cbr>Barry J. Ryan | Technological University Dublin, Dublin, Ireland\u003Cbr>Technological University Dublin, Dublin, Ireland\u003Cbr>Trinity College Dublin, Dublin, Ireland\u003Cbr>Technological University Dublin, Dublin, Ireland | [catherine.higgins@tudublin.ie](catherine.higgins@tudublin.ie)[ ](catherine.higgins@tudublin.ie)[ciaran.oleary@tudublin.ie](ciaran.oleary@tudublin.ie)[ ](ciaran.oleary@tudublin.ie)[claire.mcavinia@tcd.ie](claire.mcavinia@tcd.ie)[ ](claire.mcavinia@tcd.ie)[barry.ryan@tudublin.ie](barry.ryan@tudublin.ie) |\n| --- | --- | --- |\n| * Corresponding author\u003Cbr>ABSTRACT |  |  |\n\nAim/Purpose The teaching of appropriate problem-solving techniques to novice learners in undergraduate software development education is often poorly defined when compared to the delivery of programming techniques. Given the global need for qualified designers of information technology, the purpose of this research is to produce a foundational template for an educational software development methodology grounded in the established literature. This template can be used by third-level educators and researchers to develop robust educational methodologies to cultivate structured problem solving and software development habits in their students while systematically teaching the intricacies of software creation.  \nBackground While software development methodologies are a standard approach to struc  \ntured and traceable problem solving in commercial software development, educational methodologies for inexperienced learners remain a neglected area of research due to their assumption of prior programming knowledge. This research  \nAccepting Editor Sta│matis Papadakis │ Received: June 20, 2024 │ Revised: August 13, August 23,  \nAccepted: September 9, 2024.  \nfor an educational  \nsoftware development methodology for novice computing undergraduates: An integrative review. Journal ofIn  \n[https://doi org/10 28945/5374](https://doi org/10 28945/5374)  \nMethodology  \nContribution  \nFindings  \nRecommendations for Practitioners  \nRecommendations for Researchers  \nImpact on Society  \nFuture Research  \nKeywords  \naims to address this deficit by conducting an integrative review to produce a template for such a methodology.  \nAn integrative review was conducted on the key components of Teaching Software Development Education, Problem Solving, Threshold Concepts, and Computational Thinking. Systematic reviews were conducted on Computational Thinking and Software Development Education by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process. Narrative reviews were conducted on Problem Solving and Threshold Concepts.  \nThis research provides a comprehensive analysis of problem solving, software development education, computational thinking, and threshold concepts in computing in the context of undergraduate software development education. It also synthesizes review findings from these four areas and combines them to form a research-based foundational template methodology for use by educatorsand researchers interested in software development undergraduate education. This review identifies seven skills and four concepts required by novice learners. The skills include the ability to perform abstraction, data representation, decomposition, evaluation, mental modeling, pattern recognition, and writing algorithms. The concepts include state and sequentialflow, non-sequentialflow control, modularity, and object interaction.  \nThe teaching of these skills and concepts is combined into a spiral learning framework and is joined by four development stages to guide software problem solving: understanding the problem, breaking into tasks, designing, coding, testing, and integrating, and final evaluation and reflection. This produces th","cbCaitpOuA8pMvRk","https://ap.wps.com/l/cbCaitpOuA8pMvRk","pdf",2181658,41,"English","# Aim/Purpose\n## Background\n## Methodology\n## Findings\n## Recommendations for Practitioners\n## Recommendations for Researchers\n## Impact on Society\n## Future Research","[{\"question\":\"What is the purpose of the research in the document?\",\"answer\":\"The study aims to produce a foundational template for an educational software development methodology for novice computing undergraduates based on established literature.\"},{\"question\":\"How was the integrative review conducted?\",\"answer\":\"The review analyzed key areas using systematic reviews for Computational Thinking and Software Development Education with PRISMA, and narrative reviews for Problem Solving and Threshold Concepts.\"},{\"question\":\"What skills and concepts does the template identify for novice learners?\",\"answer\":\"The research identifies seven skills (e.g., abstraction, decomposition, evaluation, pattern recognition, and writing algorithms) and four concepts (e.g., state and sequential flow, modularity, and object interaction).\"},{\"question\":\"What learning structure and stages guide software problem solving in the proposed template?\",\"answer\":\"Teaching is organized into a spiral learning framework supported by four development stages: understanding the problem, breaking into tasks, designing, coding/testing/integrating, and final evaluation and reflection.\"}]","Generating a Template for an Educational Software Development Methodology for Novice Computing Undergraduates - Volume 23 | PDF"]