A social construction approach to computer science education

Machanick, P. (2007) A social construction approach to computer science education. Computer Science Education, 17 1: 1-20. doi:10.1080/08993400600971067


Author Machanick, P.
Title A social construction approach to computer science education
Journal name Computer Science Education   Check publisher's open access policy
ISSN 0899-3408
Publication date 2007
Sub-type Article (original research)
DOI 10.1080/08993400600971067
Volume 17
Issue 1
Start page 1
End page 20
Total pages 20
Editor McCauley, R.
Fincher, S.
Place of publication UK
Publisher Taylor & Francis
Collection year 2008
Subject 330203 Curriculum Studies - Science Education
740301 Higher education
C1
Abstract Computer science education research has mostly focused on cognitive approaches to learning. Cognitive approaches to understanding learning do not account for all the phenomena observed in teaching and learning. A number of apparently successful educational approaches, such as peer assessment, apprentice-based learning and action learning, have aspects that are not satisfactorily explained by purely cognitive models. On the other hand, these approaches are stratagems rather than comprehensive theories, in that they do not apply in all cases. Education theories which explore learning beyond the cognitive domain, such as social construction, may provide additional insights into matters such as teaching style, curriculum design and assessment practices. This paper proposes a start towards introducing social construction into computer science education, and proposes new directions for research, curriculum development and educational practice.
Q-Index Code C1
Q-Index Status Confirmed Code

 
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Created: Fri, 09 May 2008, 17:16:02 EST by Donna Clark on behalf of School of Information Technol and Elec Engineering