The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
What do we mean by theoretically sound research in computer science education?
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Computing versus human thinking
Communications of the ACM - The patent holder's dilemma: buy, sell, or troll?
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Student defensiveness as a threshold to reflective learning in software design
Informatics in education
On the nature of student defensiveness: theory and feedback from a software design course
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
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Reflective practice is considered to play an important role in transformative learning of educationally critical material, but students often respond in other, less productive ways. Transformative learning is used here as a lens to investigate reflectiveness: understanding the place of reflectiveness -- and how defensiveness has no place -- in transformative learning illuminates its operation and mechanism. The paper is written as part of an ongoing exploration into how to engender students' reflective response to difficult material, preparing a foundation on which to address that question directly. Previous preparation includes phenomenological analysis of reflectiveness and defensiveness, and a careful examination of the operation and mechanism of defensiveness, both based on Segal's explication of Heidegger's dynamic of rupture. Qualitative data for the investigation comes from an upper-level undergraduate software engineering and design course that students invariably find quite challenging. A grasp of concepts presented here should enable faculty to develop improved pedagogy and institutions to design more effective curricula for engendering students' reflective response to difficult material in computing -- and other -- education.