Learning Programming as a Cognitive Apprenticeship Through Conflicts

Arzarello, Ferdinando; Chiappini, G. P.; Lemut, Enrica; Malara, Nicolina Antonia; Pellerey, M.

doi:10.1007/978-3-662-11334-9_25

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…the findings show that various learning modes and instructional strategies were used to support learning (for example, experiential and situated learning), which indicates that learners had opportunities to develop different web-design and problem-solving skills. The fact that frequent use of practical and cognitive apprenticeship (Arzarello et al 1993) was widely accepted by learners indicates that various basic and advanced web-design skills were supported. The assumption is that the latter will eventually contribute to problem solving as this skill demands frequent interaction and knowledge sharing between expert and novice learners.…”

Section: Discussionmentioning

confidence: 99%

“…More guidance was, however, necessary. The interaction among the expert, novice and peers is aimed at enhancing the cognitive and metacognitive skills of learners (Arzarello et al 1993). Cognitive apprenticeship promoted situated learning by giving learners the opportunity to 'observe, engage in and invent or discover expert strategies in context' (Johnson and Thomas 1992: 7).…”

Section: Discussionmentioning

confidence: 99%

“…Arzarello et al (1993) point out that learning programming should be taught through a practical and cognitive apprenticeship (Bransford et al 2000;Kuo et al 2012) to ensure an interaction between an expert and a novice aimed at enhancing the cognitive and metacognitive skills of learners. Learners should, however, be guided through the whole process of reflection (Johnson 1997).…”

Section: The Role Of Learning Theories Instructional Models and Stramentioning

confidence: 98%

“…Cognitive apprenticeship is an interaction between an expert and a novice aimed at enhancing the cognitive and metacognitive skills of learners (Arzarello et al 1993). The situated view of learning emphasises the learning experience that is situated in physical real-world and social contexts (Rogoff and Lave 1984;Bednar et al 1992).…”

Section: The Role Of Learning Theories Instructional Models and Stramentioning

confidence: 99%

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Project-based pedagogy for the facilitation of webpage design

Jakovljević

Ankiewicz

2015

Int J Technol Des Educ

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Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and implementation of an Instructional Web Design Programme (IWDP) with methodology-specific guidelines in an information systems design context. A second purpose is to discuss the pedagogy developed within the IWDP and its effects on promoting technological problem solving of learners in the project-based classroom. A qualitative, actionresearch approach was the basis for this study. The sample consisted of 17 learners at an institution of higher education. The researchers used a focus group interview, journals and essays to observe learners' behaviour, to analyse their project designs and to assess their opinions and experiences with regard to the IWDP. An organised and structured instructional environment within the IWDP helped the teacher to promote technological problem solving. The teacher and learners acknowledged the components of the programme (for example, assessment criteria, range statements, performance indicators, pre-defined learner tasks and activities) in the project-based classroom. Practical and cognitive apprenticeship and experiential and situated learning were used to accommodate the problem-solving needs of learners. Learners indicated a need for a variety of tools and expert guidance in a peer-based collaborative learning environment.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Role Of Learning Theories Instructional Models and Stramentioning

confidence: 98%

Section: The Role Of Learning Theories Instructional Models and Stramentioning

confidence: 99%

See 2 more Smart Citations

Project-based pedagogy for the facilitation of webpage design

Jakovljević

Ankiewicz

2015

Int J Technol Des Educ

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New Trends in Education: Humanistic Management for Ethics Manager

Caggiano

Ragusa

2023

Advances in Intelligent Systems and Computing

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A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

Jakovljević

Ankiewicz²,

Swardt³

et al. 2004

International Journal of Technology and Design Education

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Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg]

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Learning Programming as a Cognitive Apprenticeship Through Conflicts

Cited by 7 publications

References 7 publications

Project-based pedagogy for the facilitation of webpage design

Project-based pedagogy for the facilitation of webpage design

New Trends in Education: Humanistic Management for Ethics Manager

A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

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