UNSPECIFIED (2005) Empirical modelling in support of constructionist learning: A case study from relational database theory. In: 5th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, TAIWAN, JUL 05-08, 2005. Published in: 5th IEEE International Conference on Advanced Learning Technologies, Proceedings pp. 396-398.

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Abstract

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.

Item Type:	Conference Item (UNSPECIFIED)
Subjects:	Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software L Education
Journal or Publication Title:	5th IEEE International Conference on Advanced Learning Technologies, Proceedings
Publisher:	IEEE COMPUTER SOC
ISBN:	0-7695-2338-2
Editor:	Goodyear, P and Sampson, DG and Yang, DJT and Kinshuk, X and Okamoto, T and Hartley, R and Chen, NS
Date:	2005
Number of Pages:	3
Page Range:	pp. 396-398
Publication Status:	Published
Title of Event:	5th IEEE International Conference on Advanced Learning Technologies
Location of Event:	Kaohsiung, TAIWAN
Date(s) of Event:	JUL 05-08, 2005
URI:	http://wrap.warwick.ac.uk/id/eprint/34169

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