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dc.contributor.authorTedre, Matti
dc.contributor.authorPajunen, John
dc.date.accessioned2022-10-21T10:38:39Z
dc.date.available2022-10-21T10:38:39Z
dc.date.issued2023
dc.identifier.citationTedre, M., & Pajunen, J. (2023). Grand theories or design guidelines? : Perspectives on the role of theory in computing education research. <i>ACM Transactions on Computing Education</i>, <i>23</i>(1), Article 4. <a href="https://doi.org/10.1145/3487049" target="_blank">https://doi.org/10.1145/3487049</a>
dc.identifier.otherCONVID_119016472
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83620
dc.description.abstractA rich body of empirically grounded results and a solid theory base have often been viewed as signs of a mature discipline. Many disciplines have frequently debated what they should accept as legitimate kinds of theories, the proper roles of theory, and appropriate reference disciplines. Computing education research (CER) in particular has seen a growing number of calls for the development of domain-speciic theories for CER, adaptation of theories from other ields, and engagement with theory-based experimental and predictive research in CER. Many of those calls share the same concerns and aims, yet they use very diferent vocabulary and lack a consensus over an essential concept: theory. This article presents sticking points and trouble spots in CER’s theory debates and presents a number of suggestions and ways forward. Firstly, by slightly shifting towards a model-based view of science, CER can avoid centuries of conceptual baggage related to the concept of theory. Secondly, insofar as ields like design, engineering, and social science are considered to be legitimate parts of CER, the role of theory in many CER studies needs to be judged by the criteria of the philosophy of engineering, technology, and social science, not the philosophy of (natural) science. Thirdly, instead of force-itting elements of ill-suited research paradigms from other disciplines, the philosophy of CER should focus on building a consensus on CER’s own paradigm and describing the ield’s relationship with theory in CER’s own terms.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAssociation for Computing Machinery (ACM)
dc.relation.ispartofseriesACM Transactions on Computing Education
dc.rightsIn Copyright
dc.subject.otherphilosophy of computing education research
dc.subject.otherphilosophy of CER
dc.subject.othermodels
dc.subject.othertheory
dc.subject.otherdesign
dc.subject.otherphilosophy of science
dc.titleGrand theories or design guidelines? : Perspectives on the role of theory in computing education research
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202210214936
dc.contributor.laitosYhteiskuntatieteiden ja filosofian laitosfi
dc.contributor.laitosDepartment of Social Sciences and Philosophyen
dc.contributor.oppiaineFilosofiafi
dc.contributor.oppiainePhilosophyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-20
dc.relation.issn1946-6226
dc.relation.numberinseries1
dc.relation.volume23
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 Copyright held by the owner/author(s).
dc.rights.accesslevelopenAccessfi
dc.subject.ysotieteenfilosofia
dc.subject.ysooppihistoria
dc.subject.ysotieteenteoria
dc.subject.ysomallit (mallintaminen)
dc.subject.ysoteoriat
dc.subject.ysotietojenkäsittelytieteet
dc.subject.ysotieteenalat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3016
jyx.subject.urihttp://www.yso.fi/onto/yso/p16329
jyx.subject.urihttp://www.yso.fi/onto/yso/p3019
jyx.subject.urihttp://www.yso.fi/onto/yso/p510
jyx.subject.urihttp://www.yso.fi/onto/yso/p127
jyx.subject.urihttp://www.yso.fi/onto/yso/p21029
jyx.subject.urihttp://www.yso.fi/onto/yso/p352
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1145/3487049
dc.type.okmA1


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