Computational Practices, Educational Theories, and Learning Development
Articles
Don Passey
Lancaster University
Valentina Dagienė
Vilnius University
Loice Victorine Atieno
Eötvös Loránd University
Wilfried Baumann
Austrian Computer Society
Published 2018-12-28
https://doi.org/10.15388/Problemos.2018.0.12346
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Keywords

computational practices
educational philosophy
learning theories
learning progression
software developer competencies

How to Cite

Passey, D., Dagienė, V., Atieno, L. and Baumann, W. (2018) “Computational Practices, Educational Theories, and Learning Development”, Problemos, pp. 24-38. doi: 10.15388/Problemos.2018.0.12346.

Abstract

[full article, abstract in English; abstract in Lithuanian]

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.

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