Title: Constructivist research framework for integrating indigenous knowledge into computing education
Authors: Ebenezer Anohah; Jarkko Suhonen
Addresses: University of Eastern Finland, P.O. Box 111, FI-80101, Joensuu, Finland ' University of Eastern Finland, P.O. Box 111, FI-80101, Joensuu, Finland
Abstract: Some computing educators, especially in African context, have been interested in pedagogical strategies that cultural heritage can provide viable mental models to enhance teaching and learning in curriculum. Particularly, students from Africa have rich cultural heritage that provides new ways of conceptualising computing principles. It is essential that literature provides framework that explains pedagogical benefits of indigenous knowledge in computing education. We analysed scientific publications related to computing education by systematically reviewing the article from constructivist perspectives on students learning from cultural heritage. The study reveals that constructivist philosophical assumptions of multiple meanings to reality and subjectivity in knowledge construction are compatible with the main objective in ethnocomputing studies that seeks to contextualise computing principles in cultural heritages.
Keywords: ethnocomputing; RATI model; computational thinking; cultural context; constructivist paradigm; conceptualisation; constructivism; reconceptualisation; indigenous knowledge; computing education; cultural heritage; Africa.
International Journal of Learning Technology, 2016 Vol.11 No.4, pp.323 - 339
Available online: 20 Jan 2017 *Full-text access for editors Access for subscribers Purchase this article Comment on this article