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- W2887345162 abstract "A primary goal of computing education research is to discover designs that produce better learning of computing. In this pursuit, we have increasingly drawn upon theories from learning science and education research, recognizing the potential benefits of optimizing our search for better designs by leveraging the predictions of general theories of learning. In this paper, we contribute an argument that theory can also inhibit our community's search for better designs. We present three inhibitions: 1) our desire to both advance explanatory theory and advance design splits our attention, which prevents us from excelling at both; 2) our emphasis on applying and refining general theories of learning is done at the expense of domain-specific theories of computer science knowledge, and 3) our use of theory as a critical lens in peer review prevents the publication of designs that may accelerate design progress. We present several recommendations for how to improve our use of theory, viewing it as just one of many sources of design insight in pursuit of improving learning of computing." @default.
- W2887345162 created "2018-08-22" @default.
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- W2887345162 date "2018-08-08" @default.
- W2887345162 modified "2023-10-12" @default.
- W2887345162 title "On Use of Theory in Computing Education Research" @default.
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- W2887345162 doi "https://doi.org/10.1145/3230977.3230992" @default.
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