@article{CEPA-3080, journal = {Journal of Computers in Mathematics and Science Teaching}, volume = {20}, number = {1}, pages = {45-73}, author = {Ben-Ari, M.}, title = {Constructivism in computer science education}, year = {2001}, URL = {https://cepa.info/3080}, 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 much less so 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. An analysis of constructivism in computer science education leads to two claims: (a) students do not have an effective model of a computer, and (b) computers form an accessible ontological reality. The conclusions from these claims are that: (a) models must be explicitly taught, (b) models must be taught before abstractions, and (c) the seductive reality of the computer must not be allowed to supplant construction of models.} keywords = {computer science education, dominant theory, idiosyncratic version, accessible ontological reality, ective model, theoretical basis, seductive reality, store knowledge, mathematics education} note = {} } @article{CEPA-4550, journal = {Journal of Computers}, volume = {2}, number = {3}, pages = {43-55}, author = {Beynon, M. and Harfield, A.}, title = {Lifelong learning, empirical modelling and the promises of constructivism}, year = {2007}, URL = {https://cepa.info/4550}, abstract = {Educational technology is seen as key for lifelong learning, but it has yet to live up to expectation. We argue that current learning environments are typically oriented too much towards structured learning to meet the needs of the lifelong learner. Environments for lifelong learning demand a higher degree of autonomy for the learner, must be open to eclectic sources, support soft informal learning activity, and accommodate evolution both in the experience of the learner and in the context in which this occurs. We propose sense-making through the construction of suitable interactive artefacts as a core activity for lifelong learning, and discuss and illustrate how this can be supported using Empirical Modelling. The merits of Empirical Modelling as a constructivist approach are assessed with reference to a criterion recently proposed by Bruno Latour, namely, the extent to which it strengthens five guarantees, taken together.} keywords = {} note = {} } @article{CEPA-4700, journal = {Journal of Computers in Mathematics and Science Teaching}, volume = {22}, number = {2}, pages = {151-168}, author = {Huffman, D. and Goldberg, F. and Michlin, M.}, title = {Using computers to create constructivist learning environments: Impact on pedagogy and achievement}, year = {2003}, URL = {}, abstract = {To what extent can computers be used to help teachers create a constructivist learning environment in the science classroom? In this study, data from 23 high school physics classes and 13 teachers were examined to determine the extent to which computers can alter pedagogy and student achievement. Three groups of teachers were examined: Experienced users of the new pedagogy and materials, beginning users of the new pedagogy and materials, and a group of comparison teachers who used traditional instructional methods. Results suggest computers can significantly alter both teaching methods and student achievement; however, there are costs and benefits to the reform. Implications for using computers in the classroom are discussed.} keywords = {achievement, computer sciences, instructional materials, pedagogy, physical environments, teaching methods.} note = {} }