Empirical modelling in support of constructionist learning: A case study from relational database theory

被引：2

作者：

Beynon, M ^{[1
]}

Harfield, A ^{[1
]}

机构：

[1] Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England

来源：

5TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS | 2005年

关键词：

D O I：

10.1109/ICALT.2005.134

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Conventional programming paradigms have limitations where support for constructionist learning is concerned. This paper illustrates the merits of an alternative approach to giving support for constructionist learning, based on the principles of Empirical Modelling (EM), with reference to an algorithm from database theory. Effective model-building for constructionist learning has to support activities relating to three roles: that of student, teacher and developer. This paper aims to show that EM brings far greater conceptual unity to interactions in these roles than is typically found in conventional approaches to educational software development.

引用

页码：396 / 398

页数：3