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Laboratory Experiences in Software Engineering from a Constructivist Perspective

机译：建构主义视角的软件工程实验室经验

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摘要

In this paper we give a new interpretation, from a constructivist perspective, of two recent laboratory experiences in the context of a Software Engineering course at the University of Bologna. The two experiences were quite different both in the tools and in the modalities that were used: in one case a software product line was developed by following the rules of a role- playing game; in the second case students had to develop four software products using a process model chosen among Waterfall, Spiral, and Extreme Programming. Despite these differences, both cases can provide some evidences of the validity of the constructivist approach to teaching. In fact, from the results obtained and from the perceived experience of students emerged clearly the fact that, in both cases, the students working autonomously, in small groups and with a limited presence of a teacher, were able to build their own model of knowledge which resulted to be correct, as proved also by the good quality of the artifacts produced.
机译：在本文中，我们从建构主义的角度对博洛尼亚大学的软件工程课程中的两个最新实验室经验进行了新的解释。两种经验在工具和使用的方式上都大不相同：在一种情况下，通过遵循角色扮演游戏的规则开发了软件产品线。在第二种情况下，学生必须使用在瀑布，螺旋和极限编程中选择的过程模型来开发四个软件产品。尽管存在这些差异，但这两种情况都可以为建构主义教学方法的有效性提供一些证据。实际上，从获得的结果和从学生的感知经验中可以清楚地看出一个事实，在两种情况下，学生都是以小组形式自主工作，并且在老师的参与下，能够建立自己的知识模型结果证明是正确的，也由所生产的人工制品的良好质量所证明。

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