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Computational Practices, Educational Theories, and Learning Development

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Computational Practices, Educational Theories, and Learning Development. / Passey, Don; Dagienė, Valentina; Atieno, Loice et al.
In: Problemos, Vol. 2018, No. Suppl., 01.2019, p. 24-38.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Passey, D, Dagienė, V, Atieno, L & Baumann, W 2019, 'Computational Practices, Educational Theories, and Learning Development', Problemos, vol. 2018, no. Suppl., pp. 24-38. https://doi.org/10.15388/Problemos.2018.0.12346

APA

Passey, D., Dagienė, V., Atieno, L., & Baumann, W. (2019). Computational Practices, Educational Theories, and Learning Development. Problemos, 2018(Suppl.), 24-38. https://doi.org/10.15388/Problemos.2018.0.12346

Vancouver

Passey D, Dagienė V, Atieno L, Baumann W. Computational Practices, Educational Theories, and Learning Development. Problemos. 2019 Jan;2018(Suppl.):24-38. Epub 2018 Dec 3. doi: 10.15388/Problemos.2018.0.12346

Author

Passey, Don ; Dagienė, Valentina ; Atieno, Loice et al. / Computational Practices, Educational Theories, and Learning Development. In: Problemos. 2019 ; Vol. 2018, No. Suppl. pp. 24-38.

Bibtex

@article{4681b804621f474da157ceb4c2af06dc,
title = "Computational Practices, Educational Theories, and Learning Development",
abstract = "Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries{\textquoteright} curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer..",
keywords = "computational practices, educational philosophy, learning theories, learning progression, software developer competencies",
author = "Don Passey and Valentina Dagienė and Loice Atieno and Wilfried Baumann",
year = "2019",
month = jan,
doi = "10.15388/Problemos.2018.0.12346",
language = "English",
volume = "2018",
pages = "24--38",
journal = "Problemos",
issn = "1392-1126",
publisher = "Vilnius University, Lithuania",
number = "Suppl.",

}

RIS

TY - JOUR

T1 - Computational Practices, Educational Theories, and Learning Development

AU - Passey, Don

AU - Dagienė, Valentina

AU - Atieno, Loice

AU - Baumann, Wilfried

PY - 2019/1

Y1 - 2019/1

N2 - Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer..

AB - Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer..

KW - computational practices

KW - educational philosophy

KW - learning theories

KW - learning progression

KW - software developer competencies

U2 - 10.15388/Problemos.2018.0.12346

DO - 10.15388/Problemos.2018.0.12346

M3 - Journal article

VL - 2018

SP - 24

EP - 38

JO - Problemos

JF - Problemos

SN - 1392-1126

IS - Suppl.

ER -