Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory

Authors:
Antony Harfield
Affiliations:
University of Warwick
Venue:
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Year:
2005

Citing 2
Cited 1

Principles of Database Systems

Principles of Database Systems
Computer Support for Constructionism in Context

ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies

Contextualising information and communications technology in developing countries

Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88

Quantified Score

Hi-index	0.00

Visualization

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.