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FACULTY OF SCIENCE AND TECHNOLOGY EDUCATION

DEPARTMENT OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION

NAME: FORTUNATE

SURNAME: MAKUNI

REG#: NO2222258R

PROGRAMME: BSCED HONS IN COMPUTER SCIENCE

LEVEL: 2:2

COURSE: PST2403

COURSE TITLE: ADVANCED PEDAGOGY IN COMPUTER SCINCE EDUCATION

LECTURER: MRS D KHUMALO

ASSIGNMENT 1

DUE DATE:

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QUESTION 1
(a)Differences of the terms “Pedagogy” and “Andragogy” [4]
Pedagogy or the practice of teaching children,
Andragogy or the practice of teaching adults
Andragogy Pedagogy
Dependence Adults are independent and Children are dependent on the
desire to be self-directed and teacher to facilitate and structure their
empowered in their learning. learning
Learning Teaching adults centres Teaching children centres learning on
Reasons learning on the necessary skills the essential stages that a child must
or knowledge to further accomplish before being able to move
personal and professional on to the next stage.
development.
Learning Adults use their own Children are dependent on the
Resources experiences and the teacher for all learning resources. The
experiences of others to gain a teacher’s role is to create and
better understanding of the incorporate engaging methods for
curriculum at hand. knowledge retention.
Learning Adult learning is often problem- Child learning is a subject-focused
Focus centred, making the impact model with prescriptive curriculum.
more focused on current events
Motivation Adults gain motivation from Children gain motivation from external
internal, self-motivated sources sources (parents, teachers, tangible
(self-esteem, confidence, rewards, etc.)
recognition, etc.)
Teacher’s The teacher acts more as a The teacher acts more as an expert,
Role facilitator, encouraging bestowing knowledge, skill, and
collaboration, mutual respect, structure to learners.
and openness with learners.

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b) Five components of a scheme of work [5]
The five components of a scheme of work include:
i) Topic/content--Subject matter to be covered
ii) Objectives -General objectives of what the learner should be able to achieve
after being taught the content.
iii) SOM/MEDIA—these are certain materials are needed in order for the content
to be taught. These include charts, maps, pictures and objects. materials to
be used by both the teacher and the learner to facilitate learning.
iv) Methods and activities--A description of what the students will be doing
during the teaching/learning process.
v) Evaluation
It helps teachers to plan their lessons in a systematic and coherent way, and
ensures that all students are exposed to the same learning opportunities.

QUESTION 2
a) Four teaching methods that can be used in computer science education. [16]
 stories. They can interlace narratives that incorporate elements of literature, art,
and coding.
 Art and Music: Let loose your students' artistic talents by merging Scratch with
visual arts and music. They can code cooperating art pieces, compose music, or
even develop virtual art galleries. This method combines coding with creative
expression.
 Social Studies and Geography: Discover history, geography, and cultural
studies through Scratch since students can code interactive maps and historical
timelines.
 The Demonstration Method demonstration method of teaching is a valuable
instructional strategy that involves showing learners how to perform a task using
sequential instructions, with the ultimate goal of enabling learners to
independently carry out the tasks. This method is widely used in technical or
training institutes, teacher education programs, and at the school level for
subjects such as science, biology, nature study, arts, and crafts.

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  The Simulation Games Method The simulation games method of teaching
involves the use of simulated scenarios or games to facilitate learning and
understanding of various subjects. This approach is widely used in education and
training to create immersive, interactive learning experiences for students. Here
are some key aspects of the simulation games method of teaching based on the
provided search results:

 The Group Work Method

The group work method of teaching involves organizing students into small groups
to work together on various tasks, projects, or assignments. This approach
encourages collaboration, discussion, and the sharing of ideas among students.
Let's explore the key aspects of the group work method of teaching based on the
provided search results.

QUESTION 3
The constructivist approach can be used to teach computer science. [25]

‘Social constructivism not only acknowledges the uniqueness and complexity of the
learner, but actually encourages, utilizes, and rewards it as an integral part of the learning
process.’– James V. Wertsch

Humans learn by modifying their ideas based on their interactions and experiences. Rich
cognitive learning environments provide opportunity for exploration. Students build
knowledge frameworks to guide learning. It is more of a knowledge discovery process
than transmitting packages of knowledge. Students view their learning through the
paradigm of their knowledge frameworks.

It replaces the original taxonomy (nouns) with verbs, reflecting dynamic nature of learning.
We should be structuring our education around this framework and make want students

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to flexibly apply knowledge, not just repeat it. Constructivist approaches are more
suitable to this goal and levels that represent the cognitive processes used to work with
knowledge.

Goals of students in computer science institution are to: Create computer programs,
mastery of syntax vs professional practice, become competent practitioners and attain
lifelong learning skills rather than rote learning. Collaboration activities to reflect industry
practices and non-competitive grading. Use breakpoints rather than curve. Students
should become operational in creating reasonably designed programs using professional
dev tools like code generators, rapid development techniques, libraries, etc

Constructivist programming instruction include: code walkthroughs, code reading, code

debugging, scaffolded code authoring, phases of Instruction Initial , exposure, brief
review, guided practice activity, individual or group programming, assignment, evaluation
of learning achievement.

Brief framing lecture or document, learning goals, provide context, warn against particular
difficulties, individually assigned readings, web-based tutorials, demonstrations,
interactive examples, need student buy-in for these external methods, be upfront and
explicit about the purposes of the class structure, Brief comprehension quizzes based on
the material, readings or more active stuff, quizzes address low levels of bloom’s
taxonomy. It leads from the initial exposure into guided practice activity, Question/Answer
sessions, student groups can brainstorm together, then summarize thoughts to the class,
give direct feedback on readings and material.

It practice application of topics in a structured environment, Impart confidence and

comfort with the material, guided lab, in groups or individually, although the latter is
preferable, it could work in pairs to make sure everyone can keep up. Aforementioned
elements work well here: code reading, debugging, walkthrough, scaffolded
programming, etc. Few students have direct experience with a constructivist approach

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If it works well, students can feel like they’ve learned a lot without being ‘taught’
anything(comments about the price of tuition, etc), Motivation and buy-in is incredibly
important, explicit discussions of the style and expectations “ Many literally believe that
they are paying tuition for some expert to talk at them”, From the instructor perspective,
it’s a lot of work, Change in awareness of student and instructor roles in the classroom,
Synthesizing information for verbal delivery is important, but ultimately it’s not nearly as
accessible as a constructivist approach. It demonstrate mastery of a topic, code a
program, from scratch, scaffolded program, create subcomponent of larger assignment.
If assigning group work, it’s best to facilitate them during class. You can observe the group
dynamics, avoid scheduling issues, assess progress toward learning goals. Expectations
and roles must be explicit, Individual assignments are better for lower-level courses, and
group work is better in advanced classes. If much of class time is spent on active learning,
one can develop an understanding of students’ abilities and issues. Programming
assignments can suffice to assess achievement of learning goals in a computer science
course, Programs should be balanced with tests and helps mitigate plagiarism.