Abstract:
Over the last 25 years or so, there has been a major shift in science education attributable to science educators taking constructivist ideas seriously. This paper argues that whilst computers have been increasingly used in classrooms over this same period, and there have been some efforts to portray learner's understandings of computing concepts, remarkably little attention has been paid to how people learn information technology from the point of view cognitive development. A number of approaches for understanding learner's conceptions of information technology are presented, and it is suggested that our research and pedagogy could be greatly enriched by making learners' conceptions of information technology the object of study. In that way, it may be that the trajectory of science education may provide some insights for those of us who teach information technology.
Key Phrase: Science and ICT Education
Key Phrase: Science and ICT Education