Beynon, Meurig and Harfield, Antony (2005) Empirical modelling in support of constructionism : a case study. University of Warwick. Department of Computer Science. (Department of Computer Science research report). (Unpublished)

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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 for determining whether a decomposition of a particular relational schema is lossless. Model-building that is to be effective for constructionist learning has to support activities relating to three distinct roles: that of a student, a teacher and a developer. Our aim is to demonstrate that EM brings far greater conceptual unity to the interactions of the student, the teacher and the developer than is typically found in using a conventional approach to educational software development.

Item Type:	Report
Subjects:	Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software
Divisions:	Faculty of Science > Computer Science
Library of Congress Subject Headings (LCSH):	Constructivism (Education), Computer-assisted instruction, Computer simulation
Series Name:	Department of Computer Science research report
Publisher:	University of Warwick. Department of Computer Science
Official Date:	2005
Dates:	Date Event 2005 Available
Number:	Number 412
Number of Pages:	5
DOI:	CS-RR-412
Institution:	University of Warwick
Theses Department:	Department of Computer Science
Status:	Not Peer Reviewed
Publication Status:	Unpublished
Access rights to Published version:	Open Access
Related URLs:	Organisation

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