Hoyles, C;
Noss, RL;
(2015)
A computational lens on design research.
ZDM
, 47
(6)
pp. 1039-1045.
10.1007/s11858-015-0731-2.
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Abstract
In this commentary, we briefly review the collective effort of design researchers to weave theory with empirical results, in order to gain a better understanding of the processes of learning. We seek to respond to this challenging agenda by centring on the evolution of one sub-field: namely that which involves investigations within a constructionist framework of learning with carefully designed computational tools. We argue that these studies, specifically those where children were learning to program, were early adopters of the Design Research methodology and offer a useful lens through which to focus on the current field.
| Type: | Article |
|---|---|
| Title: | A computational lens on design research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11858-015-0731-2 |
| Publisher version: | http://dx.doi.org/10.1007/s11858-015-0731-2 |
| Language: | English |
| Additional information: | The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-015-0731-2. |
| Keywords: | Design Research, Mathematical thinking |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475901 |
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