Computer Science is concerned with how computers and its systems work and how they are designed and programmed. It is more than programming. However, programming is the central process of computer science. In the context of school education, programming encourages creativity, logical thinking, and problem-solving. However, I have noticed that when delivering computer science programming concepts to the Grade 10, the students understand the concepts of programming but fail to understand what is happening to the program in memory, when it is executed. These results would suggest that a clear approach to teaching these topics would be beneficial and useful to the students. Based on research and reading, program memory traces an approach which …show more content…
It helps the learners to develop mental structures, each elaborating on the previous ones which are similar to the Piaget principles of assimilation and accommodation (WoolFolk, Piaget 1977). When constructivist learning theories applied to computer science subject, it emphasizes the active and constructive character of knowledge, which places students at the centre of the learning process rather than just listening to the teachers(Ben-Ari, 1998). Specifically, constructivist learning which is based on student's active participation in problem-solving and critical thinking, has greater impact in the teaching of programming concepts (Ben-Ari, …show more content…
Since metaphors can be used as analogy, when learners face difficulties in understanding a new concept a metaphor offers a new perspective of looking at the concept and support its understanding cognitively. A metaphor forms a bridge between the new and unfamiliar knowledge e.g., a variable concept and a known and familiar knowledge e.g., a box. I believe metaphors are a powerful pedagogical tool in the context of computer science education to understand the new concept with the help of analogies such as direct analogy, personal analogy and compressed conflicts to the already known
... A metaphor, used as a communication skill, is best described in a political way. Think of Reagan’s Voodoo economics, or Bill Clinton building a bridge to the 21st century. Politicians can easily scam an ignorant voter, should one not understand a metaphor. For example: Clinton refers to building a bridge, but does not tell us with which tools he intends to build it with. This particular concept is valid alone for the above reason. Whether you are talking to a teacher or watching television, metaphors need to understand.
John Dewey once said, “Education is not preparation for life; education is life itself.” You may ask why John Dewey should be given merit for anything he says. In truth, John Dewey was one of the biggest supporters of constructivism in classroom. On a basic level, constructivism is described as learning by doing. This concept, while not necessarily new, is considered progressive. Today, we will explore the history and details of this concept, analyze how constructivism effects the modern classroom, and wrap it up with some concluding remarks.
A metaphor can be defined as “a figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison” (dictionary.com). We use metaphors in our everyday language more than most people realize. But metaphors are also vital in the field of Information Systems, especially in the design of user interfaces. To the “Average Joes” of the world, or those people who have difficulty understanding the complicated concepts of digital storage, information transmission, and processing, metaphors provide them with relevant concepts to which they can easily relate. Therefore, metaphors allow a significantly larger amount of the worldly population to use many of the common technologies that we take for granted today.
Empiricists and rationalists have proposed opposing theories of the acquisition of knowledge, which appear unable to coexist. Each theory holds its own strengths but does not demonstrate a strong argument in itself to the questions, “Is knowledge truly possible?” and “How is true knowledge obtained?”. Immanual Kant successfully merged the two philosophies and provided a convincing argument with his theory of empirical relativism, or what some may call constructivism. His theory bridges the gap between rationalism and empiricism and proves that empiricists and rationalists each present a piece of the full puzzle. In order to truly understand Kant’s epistemology, one must first review and understand both empiricism and rationalism on an impartial basis.
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
After my twelfth grade, the inherent ardor I held for Computer Sciencemotivated me to do a bachelors degree in Information Technology. Programming and Math, a paragon of logic and reasoning have always been my favorite subjects since childhood. I still vividly remember the time during my graduation,when I was successful in creating a simple calculator application as a class assignment.The joy I derived from creating something that is used by a lot of people to help them perform complex calculations,made me realize the power of computing in its true sense.It was also in my graduation that I developed an immense interest in programming languages such as Java, C++ an...
Computer Science is the study of information and how that information is represented, stored, and manipulated for other purposes. Consider how a personal computer uses an operating system to store, access, and run other programs to view, manipulate, replicate, and share information. That is what computer science is, essentially, it is the backbone of all that is computing.
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.
The field of Computer Science is based primarily on computer programing. Programming is the writing of computer programs using letters and numbers to make "code". The average computer programer will write at least a million lines of code in his or her lifetime. But even more important than writting code, a good programer must be able to solve problems and think logicaly.
When I was in middle school, I had totally no idea of what Computer Science is, but I was pretty proficient in using computers at that age. The only thing that I knew about Computer Science is that one of my aunts is in that field and that’s all, nor of my parents are in that major. Not until in High School that I got the sense of what programming is like. I was taught basic simple codings and I really enjoyed it and thought that the class was actually quite fun. But the class didn’t give me any sense of the important real-world applications of Computer Science. Not until recently as I am in the Computer Science major, I started to really have the real idea and to gain real passion for the field. Computer Science is not all about programming.
Computer programming can as well be defined as a process that leads from an original formulation of a computer problem to execute problems. Computer programming is also referred to as programming. It encompasses other activities such as understanding, analysis and generally solving problems that result in algorithm, verifying the algorithm requirements and coding algorithm in a target program language. The program also involves the implementation of the build system and managing derived artifacts like computer programs machine codes. Most often, the algorithm is represented in human-parseable languages such as Java, Python, Smalltalk among others.
Constructivist learning theory is creating meaning from experience. Learning is an active process within a context. Knowledge is constructed as opposed to being acquired. Our personal experiences subjectively shape our knowledge with each learning experience from the time we are born until we die. Constructivism is organic in nature because our learning is developed from prior knowledge within our mind while also constantly broadening with each new life experience. Learning is an autonomously controlled cognitive system, which interacts with its own conditions; this differentiates and modifies the independence of its own structure (Juvova et al., 2015). We as educators must turn away from the mindset that we are simply pouring knowledge