Computational Practices, Educational Theories, and Learning Development

Passey, Don and Dagienė, Valentina and Atieno, Loice and Baumann, Wilfried (2019) Computational Practices, Educational Theories, and Learning Development. Problemos, 2018 (Suppl.). pp. 24-38. ISSN 1392-1126

Full text not available from this repository.

Abstract

Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer. .

Item Type:
Journal Article
Journal or Publication Title:
Problemos
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1200/1211
Subjects:
ID Code:
130971
Deposited By:
Deposited On:
01 Feb 2019 10:30
Refereed?:
Yes
Published?:
Published
Last Modified:
30 Mar 2020 10:29