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Constructivism in computer science education

Author:

Mordechai Ben-AriAuthors Info & Claims

SIGCSE '98: Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education

Pages 257 - 261

https://doi.org/10.1145/273133.274308

Published: 01 March 1998 Publication History

Abstract

Constructivism is a theory of learning which claims that students construct knowledge rather than merely receive and store knowledge transmitted by the teacher. Constructivism has been extremely influential in science and mathematics education, but not in computer science education (CSE). This paper surveys constructivism in the context of CSE, and shows how the theory can supply a theoretical basis for debating issues and evaluating proposals.

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https://doi.org/10.1080/07370008.2024.2334697
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https://dl.acm.org/doi/10.1145/3605390.3605401
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Index Terms

Constructivism in computer science education
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information science education

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Published In

cover image ACM Conferences

SIGCSE '98: Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education

March 1998

396 pages

ISBN:0897919947

DOI:10.1145/273133

Chairmen:
John Lewis
Villanova Univ., Villanova, PA
,
Jane Prey
Univ. of Virginia
,
Editors:
Daniel Joyce
Villanova Univ., Villanova, PA
,
John Impagliazzo
Hofstra Univ., Hempstead, NY

ACM SIGCSE Bulletin Volume 30, Issue 1
Mar. 1998
376 pages
ISSN:0097-8418
DOI:10.1145/274790
Chairmen:
John Lewis
Villanova Univ., Villanova, PA
,
Jane Prey
Univ. of Virginia
,
Editors:
John Impagliazzo
Hofstra Univ., Hempstead
,
Daniel Joyce
Villanova Univ., Villanova, PA
Issue’s Table of Contents

Copyright © 1998 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 01 March 1998

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February 26 - March 1, 1998

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SIGCSE '98 Paper Acceptance Rate 72 of 201 submissions, 36%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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https://doi.org/10.1080/07370008.2024.2334697
Bellino AHerskovic V(2023)Protobject as a tool for teaching computational thinking to designers: student perceptions on usabilityProceedings of the 15th Biannual Conference of the Italian SIGCHI Chapter10.1145/3605390.3605401(1-8)Online publication date: 20-Sep-2023
https://dl.acm.org/doi/10.1145/3605390.3605401
Bengsch GShabut AHarriet SDiockou J(2023)Unravelling the Skills Deficit in Tech: An Educator's Perspective2023 15th International Conference on Software, Knowledge, Information Management and Applications (SKIMA)10.1109/SKIMA59232.2023.10387367(146-153)Online publication date: 8-Dec-2023
https://doi.org/10.1109/SKIMA59232.2023.10387367
Cabo C(2023)Focus on Early Misconceptions in the Use of Variables and the Assignment Operator to Facilitate Progress in Learning Computer Programming2023 IEEE Frontiers in Education Conference (FIE)10.1109/FIE58773.2023.10342943(1-5)Online publication date: 18-Oct-2023
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Suriyaarachchi HDenny PNanayakkara SMerkle LDoyle MSheard JSoh LDorn B(2022)Scratch and SenseProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499316(983-989)Online publication date: 22-Feb-2022
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