{"id":128,"date":"2022-10-05T19:50:52","date_gmt":"2022-10-05T19:50:52","guid":{"rendered":"https:\/\/web.htk.tlu.ee\/STEAM\/handbook\/?post_type=chapter&p=128"},"modified":"2022-12-11T07:52:01","modified_gmt":"2022-12-11T07:52:01","slug":"epistemic-programming","status":"publish","type":"chapter","link":"https:\/\/web.htk.tlu.ee\/STEAM\/handbook\/chapter\/epistemic-programming\/","title":{"rendered":"Epistemic Programming"},"content":{"raw":"Epistemic Programming (H\u00fcsing, 2021; H\u00fcsing & Podworny, 2022) describes a new programming concept, focusing on gaining insights through programming digital artefacts. It aligns well with the STEAM idea by addressing the five areas of Science, Technology, Engineering, Arts and Mathematics, as will become clear in the following.\r\n\r\nThe core idea behind Epistemic Programming is to let students perceive programming as a useful tool to gain insights which are meaningful to them and might help improve their lives or their (local) environment (at least to a small extent). In this way, the geek-like clich\u00e9 of programming is supposed to be dissolved, making Epistemic Programming a programming concept for everyone.\r\n\r\nIn order to gain and distribute these insights, creating so-called \u201cComputational Essays\u201d (DiSessa, 2000; Wolfram, 2017) is a suitable procedure. Within these interactive documents, students get a means of presenting their programming process as well as their insights about their self-selected topic or question in a reproducible way (McNamara, 2019; Sandve et al., 2013). The essays as products of their investigation and programming encourage other students to understand both their knowledge- and programming-process in such a way, they can adapt or extend the program according to their own needs or interests.\r\n\r\nFor creating \u201cComputational Essays\u201d, a combination of code and explanations is needed in order to provide adequate documentation of both results and means of obtaining them. Additionally, interpretations of the (programming) results are connected to them (DiSessa, 2000; McNamara, 2019; Sandve et al., 2013; Wolfram, 2017). Jupyter Notebook (Perez & Granger, 2015; https:\/\/jupyter.org) has proven to be a suitable tool for this purpose as it constitutes an interactive, web-based computing platform in which interactive documents (so-called Jupyter Notebooks) can be created. Jupyter Notebooks are constructed out of cells, that either contain\r\n