Constructivist and Critical Theory Aspects in Computer Science Education

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Stoilescu, D. & Beckford, C. (2009). Constructivist and Critical Theory Aspects in Computer Science Education. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3168-3175). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32940.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
Vancouver, Canada
October 26, 2009
ISBN 1-880094-76-2
  Theo Bastiaens, Jon Dron & Cindy Xin
AACE

More Information on ELEARN
Table of Contents

Authors

Dorian Stoilescu, University of Toronto, Canada; Clinton Beckford, University of Windsor, Canada

Abstract

This research explored difficulties that students encountered in adapting to undergraduate computer science programs at a medium sized university in Ontario. A joint perspective research paradigms between constructivism and critical theory is a novel perspective that this study proposes in approaching computer science education. The study found that most female subjects had initial experience in using computers but few of them had previous experience in programming. During the program they were focused more on academic achievements but they were less oriented to develop practical projects and prepare for working in IT industry. In relation to teaching, female students were more sensitive to teaching than male students. Male students were oriented more on achieving “real” experience. Due to the fact that males were working in different informal settings, this helped them to extend and diversify their experience. Male students were more independent of teacher performances, being more willing to take ownership of learning process, especially in cases when teaching was not effective.

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