A critical evaluation of learning and teaching theories as applied to Computer Science

Computer Science (CS) education stands at a critical phase, where rapid technological advancement intersects with evolving pedagogical demands. Unlike many traditional disciplines, CS requires students to develop both conceptual understanding and practical technical skills in a constantly shifting digital landscape. This dual requirement presents unique challenges for educators in aligning learning theories and teaching strategies, with intended learning outcomes. This paper critically evaluates how foundational learning theories behaviourism, cognitivism, constructivism, social constructivism, and experiential learning apply to CS education. While behaviourist approaches may still serve novice learners through repetition and reinforcement, the growing complexity of this rapidly evolving field demands more student-centered, constructivist paradigms. Constructivist and social constructivist approaches support deep learning through collaboration and active engagement, while experiential learning emphasizes knowledge construction through hands on practice, reflection, and iteration. This paper also explores the alignment of modern teaching approaches, including flipped classrooms, pair programming, and project-based learning, with educational theories, and evaluates their suitability for effectively engaging computer science students.