On models of and for teaching: toward theory-based computing education.

ABSTRACTThis paper notes the seeming lack of theoretical perspective in computing education in both teaching and research. In the absence of a "paradigm" to guide practice it is recommended that individual teachers and researchers develop or adopt personal theoretical models of instruction. A multi-faceted rationale for doing so is presented and a framework addressing the various aspects of teaching and learning is suggested. The framework is then illustrated using the author's personal models.