Abstract
In the framework of rapid socioeconomic reform due to the development of Information and Communication Technology an intensive research and political interest for the exploitation of ICT in education has been emerged. This interest has been expressed in practice by a sequence of large scale interventions in the educational system like the reform of the curriculums, the equipment of schools with hardware and software, the development of digital telecommunications networks, teachers training etc. Despite these interventions, educational reality in the class level has not been reformed in a satisfactory level, in general. The effective introduction of ICT in education requires the adoption of a wider theoretical view which allows manageable goal definition and implementation. In this direction the ICT introduction is theoretically viewed using the computational modeling environments as a standing point. This consideration has been based on the observation of the catalytic impact of comput ...
In the framework of rapid socioeconomic reform due to the development of Information and Communication Technology an intensive research and political interest for the exploitation of ICT in education has been emerged. This interest has been expressed in practice by a sequence of large scale interventions in the educational system like the reform of the curriculums, the equipment of schools with hardware and software, the development of digital telecommunications networks, teachers training etc. Despite these interventions, educational reality in the class level has not been reformed in a satisfactory level, in general. The effective introduction of ICT in education requires the adoption of a wider theoretical view which allows manageable goal definition and implementation. In this direction the ICT introduction is theoretically viewed using the computational modeling environments as a standing point. This consideration has been based on the observation of the catalytic impact of computational modeling to the basic scientific activity of problem solving. Scientific models constitute a compact form of knowledge expressed using inscription systems that are called Representation Systems (RS). Computer science empowers traditional representation systems like algebra improving their applicability while develops new ones like neural networks providing new opportunities for problem solving and scientific progress. Using computational modeling environments scientists exploit computational resources using conceptual frameworks closer to the problem and the solver than the machine architecture. The familiarization with several representation systems is considered a significant advantage for a problem solver because the selection of the representation system often determines the problem solving difficulty. Modern educational systems often define problem solving development as a main goal and ICT could be exploited in educational systems using computational modeling environments as a vehicle in the context of problem solving improvement goal. In addition interactivity of computational modeling environments and the social nature of modeling process permit the design of general learning activities according to the modern learning theories and pedagogical approaches in the context of several knowledge fields. The thesis focuses on the general purpose computational modeling environments because their use is more or less independent of specific scientific field and they can be applied in scientific as well as in every day problems. From the environments of this kind we choose the Relational Database Management Systems for systematic study. The study concerns questions about the didactics of databases design and use and questions about the possibility of databases exploitation in the context of several teaching subjects in secondary education. The general structure of the thesis contains: initially the review of the scientific use of models, the representation systems, and the impact of computer science in scientific modeling. The current state of the educational research for modeling exploitation in learning is examined next, as well as the role of models in curriculum and the representations of students about models. Then specific remarks from the current state are used in order to document the selection of data modeling for study in the thesis. Epistemological and cognitive analysis of data modeling for database design is following with the review of related research. Then the research questions are defined, the action research design is described, and the research results are presented. Finally, the conclusions are formulated and followed by specific propositions for the improvement of data modeling didactics and its general educational exploitation. The research concerns the conceptual representations of 11th grade students about databases, the difficulties of database design, the evaluation of the specific didactic approach, the analysis of students’ specific difficulties for the relationships understanding and representation during database formal design, and the characteristics of students’ involvement in learning activities using database design. In summary, research results support the conclusion that it is feasible and purposeful to familiarize students to database use and design in order to be able to use databases in problem solving, as well as, in general purpose learning activities.
show more
