Active learning vs traditional education: social representations of Computer Science students.
This article examines the social representations of Computer Science students at EPITECH, a private institution in France specializing in Computer Science and focusing on active learning. The research centers on pedagogical assistants—advanced students at EPITECH—investigating their perceptions and...
| Publicado en: | Humanities & Social Sciences Communications Vol. 13; no. 1; pp. 1 - 12 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
12/6/2025
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=190750200&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 190750200 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: MVR0 jtl: Humanities & Social Sciences Communications maglogo: N pubinfo: dt: 12/6/2025 vid: 13 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 190750200 10.1057/s41599-025-06357-8 ppf: 1 ppct: 11 formats: tig: atl: Active learning vs traditional education: social representations of Computer Science students. aug: au: Lozano González, Elí Orlando Paparisteidi, Nefeli affil: https://ror.org/01tmp8f25 Universidad Nacional Autónoma de México, Mexico City, Mexico https://ror.org/05f82e368 Université Paris – Cité, Paris, France su: Active learning Computer science Educational attainment Collective representation Qualitative research Teaching methods Project method in teaching Higher education France sug: subj: France Active learning Computer science Educational attainment Collective representation Qualitative research Teaching methods Project method in teaching Higher education keyword: Education Curriculum and Pedagogy Specialist Studies In Education Studies in Human Society Sociology Psychology and Cognitive Sciences Psychology ab: This article examines the social representations of Computer Science students at EPITECH, a private institution in France specializing in Computer Science and focusing on active learning. The research centers on pedagogical assistants—advanced students at EPITECH—investigating their perceptions and attitudes toward educational approaches. EPITECH's model, which prioritizes project-based learning over traditional courses and professors, significantly influences students' social representations of pedagogical methods. The research adopts a qualitative approach, employing questionnaires and interviews with EPITECH pedagogical assistants. Findings reveal a preference for active learning due to its practical problem-solving capabilities. However, concerns are raised regarding the limited emphasis on reflective processes and critical thinking. Expert opinions underscore the necessity of incorporating multidisciplinary elements and ethical considerations into active learning, highlighting its strengths, virtues, and limitations compared to traditional education. In summary, the research provides valuable insights into the nuanced preferences and challenges faced by Computer Science students, emphasizing the importance of a balanced educational approach. Furthermore, the article contributes to a deeper understanding of social representations of educational models within the ever-evolving landscape of higher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
|---|