Characterising individual and social concept development in collaborative computer science classrooms

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Holmboe, C. & Scott, P.H. (2005). Characterising individual and social concept development in collaborative computer science classrooms. Journal of Computers in Mathematics and Science Teaching, 24(1), 89-115. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5324.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 24, Issue 1, January 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JCMST

Authors

Christian Holmboe, University of Oslo, ; Phil H. Scott, CSSME, Leeds University, UK

Abstract

Within-group similarities and between-group differences are used to illustrate the socio-cultural nature of the concept building process in highly collaborative computer science classrooms. Simultaneously, a social constructivist perspective is used to describe the individual aspects of this development. The study uses written explanations from high school students as well as novice university students to illustrate the cognitive trajectory from initial hunches to a holistic knowledge of the concepts of keys in database modeling. The main findings of the study, however, are of a general epistemological nature, as they enlighten and exemplify the social processes of these classrooms as seen from a perspective of situated cognition.

Keywords

• Cognition
• Interaction

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