Characterising individual and social concept development in collaborative computer science classrooms.

Within-group similarities and between-group differences are used to illustrate the socio-cultural nature of the concept-building proces in highly collaborative computer science classrooms. Simultaneously, a social constructivist perspective is used to describe the individual aspects of this exhibition The study uses written explanations from high seminary students as well as novice university pupils to illustrate the cognitive trajectory from initial hunches to a holistic knowledge of the general [i]or[/i] abstract notions of keys in database modelling. The main findings of the application of mind however, are of a