Emerging Constructivist Forces in Computer Science Education: Shaping a New Future?

Greening, Tony

doi:10.1007/978-1-4612-1298-0_5

Cited by 27 publications

(22 citation statements)

References 26 publications

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“…In the case of the author's teaching experience, since 1998, the pedagogy adopted to deliver such a course has been shifted from a conventional instructivist approach to the constructivist method of problem-based learning (PBL) (Greening, 2000;Ryan, 1993). Besides, with the increasingly accumulated course material to cover in a single semester, the idea of scenario-based design (Carroll, 2000) has also been incorporated in 2000 with an attempt to help undergraduate Software Engineering students deepen the idea that HCI is concerned with understanding, designing, evaluating and implementing interactive computer systems to match the needs of people.…”

Section: Research Backgroundmentioning

confidence: 99%

Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective

Vat¹

2005

InSITE Conference

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This paper investigates the idea of human activity systems (HAS) appropriate to the characterization of the purposeful human activities behind the design of suitable information systems (IS) support, especially in the context of group-based project work. Specifically, we are interested in the knowledge context of a group of people collaborating in the peculiar scenario of project development. Our discussion describes a traceable framework of information systems development (ISD), which should accommodate the application of soft systems methodology (SSM) that acknowledges the importance of people in organization. The paper situates our discussion in the action research experience of the author conducting a junior core course of Software Psychology, delivered through the pedagogy of problem-based learning (PBL), in our four-year undergraduate program of Software Engineering. We intend to clarify the contextualization of designing IS support in relation to teamwork design. This is done by elaborating the IS design issues through the exposition of the human processes in which, in a specific organizational scenario, a particular group of people can conceptualize their world and hence the purposeful action they wish to undertake. That provides the basis for ascertaining what IS support is needed to undertake the necessary action and how modern information technology (IT) can help to provide that support. We conclude by reiterating the challenge of designing truly relevant HAS systems in which people selectively perceive parts of their world, attribute meaning to what they perceive, make judgment about their perceptions, form intentions to take particular actions, and carry out the action themselves. All these activities carry tremendous connotations in the HAS-based process of IS development for group project work, especially in collaborative project participation.

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Section: Research Backgroundmentioning

confidence: 99%

Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective

Vat¹

2005

InSITE Conference

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“…The notion of PBL is based on the premise that students learn more effectively when they are presented with a problem to solve rather than just being given instruction (Greening 2000;Ryan 1993). Pedagogically, students have to identify and search for the knowledge they need to approach the problem.…”

Section: The Pbl Model Of Investigationmentioning

confidence: 99%

“…And PBL represents one such relief from the constructivist pedagogy. Greening (Greening 2000) describes it as a vehicle for encouraging student ownership of the learning activities. There is an emphasis on contextualization of the learning scenario, providing a basis for later transference, and learning is accompanied by reflection as an important meta-cognitive exercise; for example, assessing whether a project should be approached by a solution process or a component process.…”

Section: Lessons Learnedmentioning

confidence: 99%

Teaching Architectural Approach to Quality Software Development through Problem-Based Learning

Vat¹

2002

InSITE Conference

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This paper describes the initiative to incorporate the practice of quality software development (QSD) into our undergraduate curriculum concerning the engineering of software. We discuss how the constructivist's method of problem-based learning (PBL) helps develop this QSD practice into our students' daily learning. This paper expounds the idea of an architectural approach to building software solutions, which is supported by the industry's emerging consensus that architectural components provide the kind of building blocks we need for developing today's complex systems. Particularly, the technology of component-based development asks of us the required portions of productivity, quality, and rapid construction of software artifacts. Consequently, our pedagogic approach to QSD focuses on designing and building a sensible architecture characterized by objects of different services, which represent the cohesive collections of related functionality, accessed through some consistent interfaces that encapsulate the implementation. The paper outlines an QSD approach in terms of state-of-the-practice development processes modified for educational scenarios, through which our students could learn to acquire their collaborative software engineering experience in the current practice of architected application development. The paper concludes by discussing the criteria used to evaluate the working of the learning scenario and some lessons learned involved in incorporating PBL learning scenarios suitable for QSD.

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“…Um número cada vez maior de professores busca maneiras motivadoras para transmitir para os alunos os conceitos que envolvem as técnicas de programação. Segundo [15], a estratégia pedagógica mais comum de ensino de programação se …”

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“…As principais dificuldades encontradas durante o processo de aprendizagem são reflexos de diversos problemas, como lógica de programação ou a não familiaridade com um determinado paradigma [15]. É fundamental haver, durante o processo de aplicação dos conceitos, maior foco na solução do problema, levando em consideração a vivência e os conhecimentos trazidos previamente pelos estudantes.…”

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Mapeamento Sistemático sobre Metodologias e Ferramentas de apoio para o Ensino de Programação

Blatt¹,

Becker²,

Ferreira³

2017

Anais Do XXIII Workshop De Informática Na Escola (WIE 2017)

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Abstract. A major challenge in undergraduate courses in Computer IntroduçãoCom o advento da tecnologia e aplicabilidade nas mais diversas áreas do conhecimento, o ensino da programação de computadores é um tema estudado e discutido devido às diversas formas de se abordar o aspecto da aprendizagem. A importância do ensino da programação para novos estudantes da área não está somente no conteúdo abordado, mas também na capacidade de transpor alguns conceitos conhecidos de outras áreas para uma linguagem de programação [37].Diversas são as maneiras ou estratégias que podem ser adotadas no ensino de programação em cursos superiores nas mais diversas áreas. Um número cada vez maior de professores busca maneiras motivadoras para transmitir para os alunos os conceitos que envolvem as técnicas de programação. Segundo [15], a estratégia pedagógica mais comum de ensino de programação se

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Emerging Constructivist Forces in Computer Science Education: Shaping a New Future?

Cited by 27 publications

References 26 publications

Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective

Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective

Teaching Architectural Approach to Quality Software Development through Problem-Based Learning

Mapeamento Sistemático sobre Metodologias e Ferramentas de apoio para o Ensino de Programação

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