An ontology, or theory/model of existence/reality
An epistemology, or theory of both individual and shared human knowledge
A methodology for acquiring and validating knowledge
A pedagogy, or theory of teaching
...and others add a fifth component: a theory of evaluation
per Ernest, 1995, an educational paradigm includes:
Discuss.
What is it?
Examples in the CS context?
Examples outside the CS context?
Discuss.
What is it?
Examples in the CS context?
Examples outside the CS context?
Discuss.
What is it?
Examples in the CS context?
Examples outside the CS context?
Discuss.
What is it?
Examples in the CS context?
Examples outside the CS context?
A theory of education holding that knowledge and understanding develop best when actively created (rather than passively received) by the student through processes designed to help students make connections and create effective mental models
Ontological reality exists and can be accessed
Truth exists and has a relationship to ontological reality
The mind is a clean slate to be filled with logic and knowledge
Emphasis on direct communication of knowledge and expertise
Ontological reality is unattainable, so irrelevant to learning
All knowledge evolves and is potentially fallible; absolute truth is unattainable
Knowledge is acquired recursively: sensory data + existing knowledge + reflection = cognitive structures (models)
Emphasis on active learning methods; does not completely reject classical methods
"The pupil’s fundamental problems with such ideas as negative or complex numbers tend to be overlooked by the teacher mainly because the latter’s own implicit beliefs make him or her oblivious to the possibility of somebody having a different ontological stance....Another circumstance that helps in concealing ontological difficulties is the fact that a student may become quite skillful in manipulating concepts even without reifying them..." (Sfard, 1994)
The problem as posed:
CS involves engagement with many artifacts previously created by others; to understand and effectively use these artifacts, we must understand the cognitive structures underpinning those tools--i.e., the models their inventors had in mind when they created them.
CS educators' failure to emphasize the importance of recognizing and understanding these models will limit many CS students' ability to use the artifacts, evaluate them, and, later, to develop their own.