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Article: Teaching computer programming: A connectionist view of pedagogical change

TitleTeaching computer programming: A connectionist view of pedagogical change
Authors
KeywordsCognitive processes
Computer assisted teaching
Learning strategies
Programming
Student attitudes
Teaching process
Issue Date2000
PublisherAustralian Council for Educational Research.
Citation
Australian Journal Of Education, 2000, v. 44 n. 3, p. 239-253 How to Cite?
AbstractOne of the major issues of teaching computer programming is concerned with determining pedagogical factors that contribute to students' learning and instructional improvement. Classroom teachers are the keys to making learning happen as well as improving teaching in schools. Teachers' perspectives on teaching affect how teachers perceive the nature of the subject, the problems of instruction and how they adopt solutions or ways to improve instruction. Teachers' views of knowledge have great impact on teachers' perspectives and their pedagogical practices. Over the years, two predominant computational theories of mind have emerged from the study of artificial intelligence, namely, the symbolic and the connectionist models. In this article, I argue, based on a qualitative study of 12 computer studies teachers in Hong Kong, that the connectionist view provides an alternative way of thinking about understanding and knowledge which leads to better insight on teaching and facilitates pedagogical change.
Persistent Identifierhttp://hdl.handle.net/10722/72244
ISSN
2015 Impact Factor: 0.564
2015 SCImago Journal Rankings: 0.390
References

 

DC FieldValueLanguage
dc.contributor.authorYuen, AHKen_HK
dc.date.accessioned2010-09-06T06:39:45Z-
dc.date.available2010-09-06T06:39:45Z-
dc.date.issued2000en_HK
dc.identifier.citationAustralian Journal Of Education, 2000, v. 44 n. 3, p. 239-253en_HK
dc.identifier.issn0004-9441en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72244-
dc.description.abstractOne of the major issues of teaching computer programming is concerned with determining pedagogical factors that contribute to students' learning and instructional improvement. Classroom teachers are the keys to making learning happen as well as improving teaching in schools. Teachers' perspectives on teaching affect how teachers perceive the nature of the subject, the problems of instruction and how they adopt solutions or ways to improve instruction. Teachers' views of knowledge have great impact on teachers' perspectives and their pedagogical practices. Over the years, two predominant computational theories of mind have emerged from the study of artificial intelligence, namely, the symbolic and the connectionist models. In this article, I argue, based on a qualitative study of 12 computer studies teachers in Hong Kong, that the connectionist view provides an alternative way of thinking about understanding and knowledge which leads to better insight on teaching and facilitates pedagogical change.en_HK
dc.languageengen_HK
dc.publisherAustralian Council for Educational Research.en_HK
dc.relation.ispartofAustralian Journal of Educationen_HK
dc.subjectCognitive processesen_HK
dc.subjectComputer assisted teachingen_HK
dc.subjectLearning strategiesen_HK
dc.subjectProgrammingen_HK
dc.subjectStudent attitudesen_HK
dc.subjectTeaching processen_HK
dc.titleTeaching computer programming: A connectionist view of pedagogical changeen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0004-9441&volume=43&spage=240&epage=253&date=2000&atitle=Teaching+computer+programming:+A+connectionist+view+of+pedagogical+changeen_HK
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_HK
dc.identifier.authorityYuen, AHK=rp00983en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-0034311308en_HK
dc.identifier.hkuros62155en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0034311308&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume44en_HK
dc.identifier.issue3en_HK
dc.identifier.spage239en_HK
dc.identifier.epage253en_HK
dc.publisher.placeAustraliaen_HK
dc.identifier.scopusauthoridYuen, AHK=8983762600en_HK

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