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Piaget's Constructivism, Papert's Constructionism: What's the difference?
Abstract
What is the difference between Piaget's constructivism and Papert's "constructionism"? Beyond the mere play on the words, I think the distinction holds, and that integrating both views can enrich our understanding of how people learn and grow. Piaget's constructivism offers a window into what children are interested in, and able to achieve, at different stages of their development. The theory describes how children's ways of doing and thinking evolve over time, and under which circumstance children are more likely to let go of—or hold onto— their currently held views. Piaget suggests that children have very good reasons not to abandon their worldviews just because someone else, be it an expert, tells them they're wrong. Papert's constructionism, in contrast, focuses more on the art of learning, or 'learning to learn', and on the significance of making things in learning. Papert is interested in how learners engage in a conversation with (their own or other people's) artifacts, and how these conversations boost self-directed learning, and ultimately facilitate the construction of new knowledge. He stresses the importance of tools, media, and context in human development. Integrating both perspectives illuminates the processes by which individuals come to make sense of their experience, gradually optimizing their interactions with the world
... An understanding of how children learn from design experiences is based on the constructivist views of Pestalozzi, Montessori, Dewey, and Piaget. Piaget's theory of cognitive development created a framework for understanding how children think and learn at different developmental stages (Ackermann, 2001). Piaget proposed that children do not learn best by receiving knowledge passively but by actively constructing knowledge (Piaget, 1973). ...
... Papert facilitated children's learning by design by following Piaget's teachings and creating the Logo programming language to support children's mathematical skills (Ackermann, 2001). Papert (1990) took the concept of constructionism a step further than constructivism by stating that the key to learning is expressing one's feelings and thoughts with technological tools and sharing them with others. ...
... Papert (1990) took the concept of constructionism a step further than constructivism by stating that the key to learning is expressing one's feelings and thoughts with technological tools and sharing them with others. He paved the way for LBD by emphasizing that expressing ideas makes them concrete and shareable, enabling ideas to be shaped and sharpened (Ackermann, 2001;Papert & Harel, 1991). According to Piaget (1973) and Papert (1994), knowledge is not only a commodity to be transferred, codified, stored, and reapplied but also a personal experience to be constructed. ...
The domain of early childhood education has witnessed an increasing emphasis on developing coding and computational thinking (CT) abilities. Scholarly investigations have delved into appropriate approaches for enhancing these proficiencies within early childhood classrooms. The present study aims to investigate the impact of a digital story design program, or Design-Based Digital Story Program (DBDS), on the coding and CT skills of 5-year-old children. Specifically designed for children aged 3–6, the DBDS program aligns with constructivism principles, which promote experiential learning. Employing a case–control quasi-experimental design, the study employed pre-intervention and post-intervention assessments and a follow-up retest after one month. The intervention involved implementing the digital story design program over 11 weeks, with three sessions per week, each lasting between 60 to 90 min, targeting five-year-old participants. The findings reveal that the DBDS program significantly enhances CT and coding skills compared to a control group. Moreover, female participants exhibited more significant improvements in CT skills post-intervention than their male counterparts, while no significant gender-based effects were observed in coding skills. These findings suggest that the DBDS program effectively supports the cultivation of coding and CT abilities among young children, warranting further exploration in diverse educational settings and across various grade levels.
... Kynigos (2015) asserted that constructionism is also considered a theory of design. Ackermann (2001) explained Papert's constructionism by comparing it with Piaget's constructivism, saying the latter provides insights on what humans can do at different stages of development, and the former puts the humans at the centre of learning by allowing them to make things while they are learning. Parpet's constructionism theory is used in this study, based on its tenets of learnercentredness, allowing the learner to make things, enabling self-directed learning, and learning to learn (Ackermann, 2001). ...
... Ackermann (2001) explained Papert's constructionism by comparing it with Piaget's constructivism, saying the latter provides insights on what humans can do at different stages of development, and the former puts the humans at the centre of learning by allowing them to make things while they are learning. Parpet's constructionism theory is used in this study, based on its tenets of learnercentredness, allowing the learner to make things, enabling self-directed learning, and learning to learn (Ackermann, 2001). Constructionism was used as a lens to make meaning of the design principles used by BEd honours students to develop STEAM learning activities for science and technology classrooms. ...
... In conclusion, the theory of constructionism enabled the BEd honour's degree students to learn by designing and developing STEAM curriculum materials (Ackermann, 2001;Kynigos, 2015). The ADDIE model of instructional design guided the students to develop STEAM activities and instructional strategies that helped them find solutions for learning problems identified in the science and technology classrooms. ...
This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.
... Kynigos (2015) asserted that constructionism is also considered a theory of design. Ackermann (2001) explained Papert's constructionism by comparing it with Piaget's constructivism, saying the latter provides insights on what humans can do at different stages of development, and the former puts the humans at the centre of learning by allowing them to make things while they are learning. Parpet's constructionism theory is used in this study, based on its tenets of learnercentredness, allowing the learner to make things, enabling self-directed learning, and learning to learn (Ackermann, 2001). ...
... Ackermann (2001) explained Papert's constructionism by comparing it with Piaget's constructivism, saying the latter provides insights on what humans can do at different stages of development, and the former puts the humans at the centre of learning by allowing them to make things while they are learning. Parpet's constructionism theory is used in this study, based on its tenets of learnercentredness, allowing the learner to make things, enabling self-directed learning, and learning to learn (Ackermann, 2001). Constructionism was used as a lens to make meaning of the design principles used by BEd honours students to develop STEAM learning activities for science and technology classrooms. ...
... In conclusion, the theory of constructionism enabled the BEd honour's degree students to learn by designing and developing STEAM curriculum materials (Ackermann, 2001;Kynigos, 2015). The ADDIE model of instructional design guided the students to develop STEAM activities and instructional strategies that helped them find solutions for learning problems identified in the science and technology classrooms. ...
This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.
... A dominant pedagogical theory referred to in the literature is constructivism, which has been called the "dominant theory of learning today" (Ben-Ari, 2001, p. 45). Constructivism as a pedagogical approach stems from the Piagetian theory of cognitive development according to Australasian Journal of Information Systems Paltiel et al. 2023, Vol 27, Selected Papers from ACIS 2022 Models for Teaching Digital Ethics which knowledge is not passively absorbed, but actively constructed by a learner in interacting with her world (Ackermann, 2001;Piaget, 1971). The learner does this through the processes of assimilation and accommodation, integrating new experience in their environment with knowledge already held, and adapting mental schemas accordingly. ...
... Papert's constructionist theory of learning (Papert, 1993;Ackermann, 2001) informed a number of studies reviewed (Ali et al., 2019;Hjorth, 2019;Lewis & Stoyanovich, 2021;Wise, 2020). Constructionism is based on Piaget's constructivism and holds in common with that approach the principle that learning occurs through active engagement with the environment and internalisation of experience. ...
... However, constructionism adds that this occurs particularly when "the learner is engaged in constructing a public entity…"; in other words, it involves "learning through making" (Papert & Harel, 1991, p. 1). According to constructionism, knowledge is formed and transformed in particular contexts (and through particular individuals), and via particular uses and media (Ackermann, 2001.) Constructionism has been described as "both more situated and more pragmatic" than constructivism (Ackerman, 2001, p. 5). ...
The value and importance of teaching Digital Ethics within Information Systems and ICT courses is widely recognized and stand-alone or integrated digital ethics units are broadly implemented across degree courses. However, how such courses should be taught and what content they should include is a little explored topic. Using a narrative literature review methodology, this paper reviews the pedagogical theories underpinning digital ethics courses discussed in the literature and outlines approaches that deploy standalone ethics units, integrated ethics teaching, and hybrid teaching approaches and the use of interdisciplinary models. The paper identifies the employment of, and emphasis given to various moral theories in digital ethics education. The paper then discusses how our findings relating to different pedagogical approaches, degree of integration of ethics teaching, the use of interdisciplinary models and use of moral theories—are related to each other. The discussion explores trends in approaches and models for teaching digital ethics highlighted in the review, and makes recommendations for further exploration and inquiry. It concludes that the effective teaching of digital ethics will likely involve a considered combination of approaches, models and techniques, which may also be tailored to the needs of different roles and industries.
... This work is based on the constructionist approach developed by Seymour Papert (Ackermann, 2001;Lodi & Martini, 2021). This pedagogical theory, which emphasizes the significance of learning through active engagement and construction of knowledge by the learner, serves as a cornerstone for understanding how children interact with their environment to foster self-directed learning and knowledge acquisition (Levin & Tsybulsky, 2017;Mackrell & Pratt, 2017;Noss & Hoyles, 2017, 2019). ...
... Papert's constructionism diverges from traditional views that prioritize innate cognitive structures and capabilities as the primary drivers of learning. Instead, it underscores the significance of experiential learning through hands-on experiences that enable learners to explore, experiment, and construct knowledge in a context that is meaningful to them (Ackermann, 2001;Lodi & Martini, 2021). This approach not only facilitates a deeper engagement with the material but also cultivates critical thinking and problem-solving skills, essential components of creativity in early childhood (Noss & Hoyles, 2017, 2019. ...
This paper explores the intersection of early childhood education and AI, with a focus on promoting multimodal play. Drawing from implementation research in preschools, we explore the potential of an AI‐powered painting tool to foster historical imagery, creativity, and self‐expression. The findings demonstrate how technology can be used to democratize access to cultural heritage resources while enabling children's creative play centered on variation, improvisation, and human interaction. The human‐in‐the‐loop approach is crucial in aligning AI integration with early childhood pedagogy, ensuring that technology supports, rather than replaces, teachers' roles in the classroom. The paper highlights the importance of maintaining a human presence in the learning process to create educational experiences that are developmentally appropriate and transformative for young children.
... The availability of educational resources, the necessity of integrating media into learning environments, learners' preferences, and the opportunity for individual student thinking were highlighted in this context. This review has become void over time [21]. These days, access to information, technology, and educational technologies has become the benchmark of this era, the information era. ...
... Students regardless of their geographical location have access to a big number of educational technologies and networks. The challenge in this era, 22 years after, is making sure that students use technology and artificial intelligence software in an ethical manner that does not affect their learning development [21]− [23]. In addition, the use of material shall be context-based. ...
Recent studies claimed that the absence of a paradigm is a challenge to
achieving education for sustainable development and soft skills
competencies. This integrative study examines stimulating these transferable
and transversal competencies through constructivist approaches to teaching
from the cognitive, social, radical, and critical perspectives. The study argues
that the use of constructivist approaches to teaching can contribute to the
achievement of education for sustainable development and soft skills
competencies through the delegation of power from teachers/lecturers to
students. This, in active and interactive classrooms, empowers students and
builds their confidence to develop on the personal, academic, and professional
levels. The use of the cognitive constructivist approach assists in developing
competencies based on a clear understanding of the cognitive structures of
students in a vibrant classroom environment. The use of the social
constructivist approach assists in constructing individualized learning
environment based on predetermined zones of proximal development in
sociocultural contexts. The radical and critical constructivist approaches to
teaching, through the rejection of conventional epistemologies, allow students
the freedom to creatively address issues related to environmental, economic,
and social sustainability. This becomes effective through the fostering of self
and social awareness, challenging existing ideas, and provoking innovative
thoughts that are necessary to shape a sustainable future.
... In the context of maker activities, strategies of participatory learning resonate with the constructionist approach which draws on the belief that learners build knowledge while they are consciously constructing something of their interest (Papert, 1986). This learning process and student's development require support from external aids such as other learners, facilitators, and the use of maker technologies (Ackermann, 2001). ...
... According to Diethelm (2019), design thinking is an embodied process of experience, i.e. knowledge and meaning of our world are constructed through experiences of the "lived body". Consequently, the making process becomes an experience as an object to think with (Ackermann, 2001) which supports the development of concrete ways of thinking and learning about a phenomenon. ...
This article aims at exploring how to support students' awareness on gender stereotypes and the development of gender literacy through the making process of interactive toys. I present a case study with 22 primary students (11–12 years) from a public primary school in Barcelona, Spain who were involved in a maker workshop series. Building on principles of transformative feminist pedagogy, the article shows exemplary design activities for children to create a space for dialogue and reflection upon gender stereotypes. To this end, the activities were used as a means to spark critical reflections among the students and to guide them in the design of prototypes of cross-gendered interactive toys. By analyzing students’ artifacts and verbal expressions during the discussions, the study illustrates how they gradually discover their own assumptions on gender stereotypes and were enabled to propose cross-gendered alternatives for interactive toys focusing on movement-based and collaborative activities. Finally, the article presents a set of educational activities that support students to reflect upon gender stereotypes in the making process and guidelines for teachers to integrate these strategies into their educational practices.
... This theory is the theory of constructionism, which is based on Piaget's constructivist approach. According to Ackermann (2001), while Piaget's constructivism theory explains how children's ways of doing and thinking develop over time and under what conditions children are more likely to abandon or retain the views they already hold, Papert's constructivism is more focused on the art of learning. or "learning to learn" and the importance of doing something in learning. ...
... or "learning to learn" and the importance of doing something in learning. Papert was interested in how students (themselves or others) come into contact with their work and how this communication enhances self-learning and ultimately facilitates the construction of new knowledge (Ackermann, 2001). ...
The study explored the effects of robotic-assisted applications on the variables of academic achievement and problem-solving skills in the “Propagation of Light” unit of the 5th grade science course. The study employed the pretest-posttest control group design, one of the quasi-experimental methods. The study sample consist of 36 5th grade students attending a public school in Turkey located in a district center in the Western Black Sea region. The study was carried out in a six-week period in the 2019-2020 academic year, and 19 of the students were selected as the control and 16 as the experimental group. Robotic supported activities were applied to the students in the experimental group, and the activities prescribed by the Science Curriculum were applied to the students in the control group. Open-ended and closed-ended “Academic Achievement Test” and “Problem-Solving Skills Test” were used as pretest and posttest in both groups. The data were analyzed using the independent samples t-test. The study results revealed that the academic achievement and problem-solving skills of the students in the experimental group, in which robotic-assisted activities were used, were significantly higher in both tests compared to the students in the control group.
... Constructionism posits that children learn most effectively when actively creating tangible objects, which can be physical or digital, in the real world (Papert, 1991). Central to this theory is the idea of "learning by making," where the creation of external, tangible artifacts serves as a mediator and representation of learning (Ackermann, 2001;Ng, 2021). Kahn and Winters (2021) trace the historical origin of the constructionist AI pedagogy to the 1970s, when Papert and Solomon (1971) assigned such AI projects as basic natural language processing, into Logo games to teach computational concepts. ...
There is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.
... Pojam konstrukcionizam koristi i Seymour Papert u svojoj teoriji učenja iz 1980. godine (Ackermann, 2001;Kim, 2001 (Wood i sur. 1976). ...
The contemporary socio-constructivist approach to teacher knowledge entails the active construction of knowledge during a teacher's professional development, involving social interaction, collaboration in communities of practice and the exchange of ideas. Contemporary teacher is a reflective practitioner who develops his understanding through reflection on experiences and the acquisition of new information within the context of existing knowledge. His knowledge is context-specific, intertwined with his environment, experiences, and socio-cultural factors that play a crucial role in the creation, understanding and application of knowledge. The evolving image of teacher knowledge reflects changes in the educational environment, including technological innovations, societal shifts and the development of pedagogical theories.
Therefore, as the starting theoretical framework of this research, the Technological Pedagogical Content Knowledge (TPACK) model by Mishra and Koehler (2006) was adopted. This model integrates three fundamental dimensions of teacher knowledge (pedagogical, content, and technological) and four hybrid dimensions that emerge from their interaction (pedagogical content, technological content, technological pedagogical, and technological pedagogical content knowledge). Considering limited, almost non-existent scientific production in our national context regarding the TPACK knowledge of elementary school teachers, the aim of this quantitative research was to examine teachers' self-assessed knowledge in the components of TPACK knowledge. This was achieved by shedding light on still unresolved relationships among the dimensions of TPACK knowledge and contradictory or unclear results associated with participants' socio-demographic characteristics. The empirical research was conducted from May to July 2022, using a survey method on a sample of 609 subject teachers in randomly selected primary schools from five Croatian regions: Dalmatia, Istria and the Croatian Coast with hinterland, the City of Zagreb, Northern Croatia and Slavonia.
The first research assignment was to determine the factor structure of the applied TPACK questionnaire (Schmid et al., 2020). Factor analysis confirmed a factor structure based on the TPACK model, which, in contrast to the original model with seven knowledge dimensions, comprises five factors: pedagogical knowledge, content knowledge, technological knowledge, technological content knowledge and technological pedagogical content knowledge. The internal consistency of the final five-factor model, expressed by Cronbach's alpha and McDonald's omega coefficients, indicates excellent reliability for almost all sub-scales, with CK sub-scale also displaying acceptable coefficient values.
The second research assignment involved identifying the relationships between TPACK knowledge components. Descriptive parameters indicate a high level of teacher self-confidence in their TPACK dimensions of knowledge, with the highest average ratings in pedagogical and content knowledge and slightly lower but still high ratings in dimensions involving technology. Correlation analysis confirmed positive and statistically significant correlations between different dimensions of teacher knowledge, aligning with the theoretical model. The strongest correlations were found between technological pedagogical content knowledge and other technological dimensions. A weak correlation between fundamental knowledge dimensions (pedagogical and technological knowledge, content and technological knowledge) inicates their specific purposes and focuses. Pedagogical and content knowledge have a higher correlation than each of these dimensions with technological knowledge, although it is still moderate.
The third research assignment aimed to determine differences in teacher self-assessment of knowledge according to the TPACK model, taking into account socio-demographic variables: gender, age, work experience, educational field, geographic region, career progression and participation in professional development. Statistical analyses identified differences in teacher self-confidence across all five TPACK knowledge components concerning educational field, career progression and participation in professional development. Gender, age, work experience and the geographic region of participants were significant variables in determining differences in certain knowledge dimensions. Statistically significant differences in teacher self-assessment were found in technological and technological content knowledge concerning gender, technological knowledge in terms of age and work experience, and pedagogical and content knowledge based on the participants' geographic region.
The findings of this research indicate cultural and contextual differences in educational systems, as well as certain limitations in the theoretical model that may arise from vague boundaries of individual knowledge dimensions. This dissertation emphasizes the importance of understanding variations in teacher confidence in different aspects of their knowledge and provides relevant scientific insights that may be valuable in setting guidelines and strategies for the future, directed towards the professional development of teachers and new curricula in higher education with the aim of enhancing the model of educational practice and the effective development of teacher and student competencies.
... It showed that a friend's ideas could be improved by listening to other friends. Additionally, it aligns with what Ackermann (2001) argued about shared knowledge being constructed through engaging in conversation around their or another's artifact. Moreover, this is relevant to epistemological plagiarism by Turkle and Papert (1990), which validates different ways of knowing and thinking. ...
This study presents some activities that integrate of computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning.
CT activities in Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning.
The researchers utilized an educational design research (EDR) to guide the lessons’ development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to five mathematics teachers and an expert in educational technology for feedback and improved accordingly. The improved lessons were then piloted with 17 students during which the collaborating mathematics teachers taught the lessons. Data were collected in the form of the students’ work on the GeoGebra, screen recording when they were approaching the activities, and interview. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data.
This study provided an example and insight how computational thinking (CT) can be enhanced in mathematics lessons in constructionist manner.
Students were active in learning mathematics and CT especially when they were engaged in programming and debugging tasks.
Educators are encouraged to refer to our learning activities as an inspiration for planning CT mathematics lessons.
Collaboration with teachers will help researchers better understand the situation in the classroom on how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug.
NA
Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.
computational thinking, mathematics, constructionist, GeoGebra
... Factors include socialization in its connection with family and community institutions, open or closed society systems, and some subjective meta-communicative factors represented in Youth's intentions, imaginations, convictions, subjective experiences, and perceived experiences. (Ackermann, 2001) &(Thayer, 1968) ...
The study depends on the theoretical level of the constructivist approach, and the coding and decoding model of Stuart Hall, where the advocates of the constructivist approach see that building reality is linked to social interactions and the individual’s subjectivity in building this reality. Social political as he receives from the dramatic content of Netflix digital series.
It was not clear that there is a relationship between the patterns of exposure to television drama shown on the Netflix platform and the construction of meanings related to issues in general (political-social) among the Egyptian youth. TV series, these factors are represented in several external variables such as upbringing, the nature of society, and the educational system to which the individual was exposed. This result is consistent with the assumptions of the theory of meaning construction, which assumes that when a person learns, he associates the information he receives with the subjective meanings he possesses, and then compares them.
... Coding and CT are underpinned by the constructionist learning theory coined by Papert who elaborated on the constructivist view of learning [17]. Papert considered the construction of new knowledge through the creation of physical objects, often referred to as thinking objects, while students create their own reality [18]. ...
In response to the Fourth Industrial Revolution, the South African government has formulated a preliminary coding and robotics curriculum to equip learners for engagement in a digital society. As a result, it is imperative to provide preservice teachers with the necessary support for the development of essential skills required for the future. This current study aimed to go beyond traditional instructional practices, and to investigate mathematics students’ experiences and reflections when introduced to coding and computational thinking. A qualitative methodology was employed, and one cohort of 167 fourth-year Foundation Phase BEd mathematics students participated. Students collaborated in groups over a period of four weeks using the Scratch visual environment. Activities comprised a coding assignment, participants’ reflections on their experiences, as well as semi-structured focus group interviews. Findings revealed that using block-based coding enhanced participants’ computational thinking, improved their mathematics understanding, and inspired them to develop several self-directed learning abilities.
... Over time, various educational theories have been developed to explore and understand how people learn best in different contexts. A theory that interests us specially is constructionism, which emphasises the importance of creation and experimentation in the learning process [22]. Constructionism suggests that students learn best when they actively construct or explore real-world objects, especially if they are meaningful to them. ...
This article discusses the latest developments of the
Sucre4Stem
tool, as part of the
Sucre
initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1)
SucreCore
and 2)
SucreCode
.
SucreCore
incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity.
SucreCode
, the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with
SucreCore
. At the educational level,
Sucre4Stem
fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.
... One of the pillars of constructivist learning is that humans (children and adults alike) are natural-born theorists of the world and are constantly trying to make sense of reality by interacting with people and environments and reconfirming or updating their mental representations, models, and schemata. When previous knowledge and new experiences build up new schemata that "feel" like the individuals themselves constructed them, these new theories become resilient and hard to change (Ackermann, 2001). ...
Purpose
This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization.
Design/methodology/approach
This study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023.
Findings
Findings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions.
Research limitations/implications
With this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media.
Originality/value
The originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.
... Jean Piaget enfatizava a importância das estruturas cognitivas existentes e a interação do aprendiz com novas informações através dos processos de assimilação e acomodação. Complementarmente, Seymour Papert defendia que o aprendizado ocorre através da elaboração de projetos ou artefatos tangíveis, que podem ser compartilhados, enfatizando a construção ativa do conhecimento pelo aprendiz [Ackermann 2001]. O principal objetivo do Projeto InformAÇÃO é desenvolver habilidades críticas de letramento em dados entre os jovens e educadores, capacitando-os para questionar, analisar e interpretar informações em uma era dominada por fluxos rápidos de informação. ...
O Projeto InformAÇÃO objetiva fomentar o Letramento Crítico de Dados em estudantes e educadores do Ensino Fundamental II e Médio. Enfatizando a importância do letramento em dados na sociedade atual e alinhando-se à BNCC (Base Nacional Comum Curricular), o projeto realiza atividades mão na massa e princípios da teoria Construcionista para desenvolver habilidades analíticas e críticas, preparando os participantes para uma interação ética e responsável com dados.
... The views of Piaget (1973) and Papert (1980), suggesting that children in the learning process are not passive recipients but actively construct their knowledge, have been influential in the field of ER. Active thinking and practical activities during the learning process enable learners to create concepts and rules (Ackermann, 2001;Alimisis, 2013;Harel & Papert, 1991). Constructionism emphasizes studentcentered learning through the exploration of concrete objects and the importance of connecting prior knowledge and new information in the real world (Alimisis & Kynigos, 2009). ...
This study examines the impact of educational robotics applications in Information Technologies and Software courses on the motivation, attitude towards robotics, and academic achievement of 6th-grade secondary school students. The research employed pre-experimental method encompassing 112 students. Students got training in robotics using the Arduino education kit over the course of eight weeks consisted of programming and electronic concepts. Findings indicate that while students' motivation levels were moderate both before and after the implementation, there was a relative decrease in course motivation scores after the implementation. Students exhibited positive attitudes towards robotics and achieved a good level of success. Additionally, a significant effect of motivation on attitudes towards robotics was observed. Gender was found to have no effects on motivation, attitude, or achievement. It was determined that students held positive attitudes towards robotics and developed favorable views of their robotics skills. The implications are discussed in terms of theoretical insights, practices and directions for further research.
... Constructionism, building on constructivist principles, adds a unique dimension to this model. It asserts that learning is most effective when students are involved in creating tangible artifacts (Ackermann, 2001). This philosophy goes beyond intellectual engagement, advocating for the physical manifestation of learning through the creation of objects or projects (Alimisis and Kynigos, 2009). ...
Introduction
In contemporary educational philosophy, constructivist and constructionist theories emphasize active knowledge construction among learners. These paradigms advocate for learners as active participants, engaging in knowledge creation through interaction and experience. Problem-Based Learning (PBL) exemplifies these principles by placing students at the center of hands-on challenges that foster critical thinking and collaborative problem-solving. This study explores the integration of these educational theories through an innovative pedagogical framework, focusing on the development of bioinspired robotics.
Methods
In a six-stage educational process at Tecnológico de Monterrey, 24 undergraduates were immersed in bioinspired robotics through workshops on animal biomechanics, soft robotics, and neuroscience. Organized into four teams, students designed robots for wildlife observation and search and rescue. The curriculum integrated theoretical lectures, hands-on training, and practical applications, emphasizing interdisciplinary collaboration and real-world problem-solving. This approach blended traditional education with innovative, project-based learning tailored to local and ecological challenges.
Results
The culmination of this initiative was marked by the creation of functional robotic prototypes, underscoring the effectiveness of the interdisciplinary approach. Post-project evaluations revealed marked enhancements in students' proficiency in both sciences and engineering. Furthermore, there was a pronounced strengthening of students' conviction regarding the importance of integrating bioinspired principles into engineering education.
Discussion
The study advocates merging traditional knowledge with modern technological innovation and bioinspiration to enhance learning outcomes. This integrated approach boosts analytical reasoning and scientific skills while also fostering empathy and emotional literacy, preparing students as holistic thinkers and versatile innovators. Combining biology, robotics, and education offers significant benefits, providing insights for educators and policymakers to equip students for future challenges. There is a strong consensus on the value of incorporating biological principles into engineering education, signaling a shift toward innovative, interdisciplinary curricula that enhance technical and broader cognitive skills.
... Constructivism suggests that knowledge is actively constructed by the learner rather than passively received externally (Taber, 2006). Piaget's theory of personal constructivism suggests that knowledge is actively constructed through an individual's interaction with the world (Ackermann, 2001). The integration of mind mapping into an assessment strategy is an innovative approach to promote students' comprehension of critical information (Noonan, 2013), providing opportunities for students to interact with things. ...
Peer assessment is acknowledged as a potent strategy that motivates students to engage in reflection and comparison through the evaluation of their peers' work. However, the effectiveness of peer assessment is not always satisfactory due to a number of factors, such as lack of in-depth understanding of peers' work and insufficient motivation for the behaviour of evaluation. Based on constructivist theory, this study proposed an Understanding-Evaluation-Backward Evaluation-Reflection based peer assessment (UEBR-PA) approach, which directs students to comprehensively grasp their peers' projects, undertake efficient evaluations, provide retrospective reviews on others' feedback, and ultimately, integrate this collective feedback to refine and enhance their own projects. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an Open-Source Hardware Project Design course with 54 university students from two classes. One class was assigned as the experimental group to conduct the peer assessment using the proposed approach, while the other class was assigned as the control group to conduct the peer assessment using the conventional presentation-evaluation-communication based approach. The results of the study indicated that the UEBR-PA approach significantly increased students' creative self-efficacy, critical thinking tendency, and learning performance. Furthermore, students engaging with the UEBR-PA approach showcased more positive interactive assessment behaviours.
... García-Peñalvo et al. (2016) argued that since children develop their thinking skills through language, learning to use a programming language involving logical sequencing, abstraction, and problem-solving also supports their analytical thinking skills. In a rapidly changing digital society, coding is thought to be useful for children to develop computational thinking skills Chou, 2020), mathematical thinking (Goldenberg & Carter, 2021), problem-solving, critical thinking, and higher order thinking (Ackermann, 2001;Bers et al., 2002;Bers, 2010;Bers & Horn, 2010;Clements & Gullo, 1984;Clements & Meredith, 1993;Kazakoff & Bers, 2012;Lee et al., 2013;Popat & Starkey, 2019;Portelance et al., 2016;. ...
The growing significance of coding in 21st-century early childhood education extends beyond technical proficiency, encompassing cognitive development, problem-solving, and creativity. Coding is being integrated globally into educational curricula to prepare students for the digital era. This research examines coding’s potential impact on cognitive and socio-emotional development and emphasizes the need for evidence-based analysis. A meta-thematic analysis synthesizes qualitative data from various studies in a study on coding’s effects on preschool children’s cognitive and socio-emotional development. It focuses on two themes: cognitive contributions and socio-emotional contributions. Thirteen suitable studies were identified from 942 visualized using the PRISMA flow diagram. Coding education enhances cognitive and socio-emotional skills in preschoolers, with implications for curriculum integration. In summary, coding’s holistic benefits in early childhood education are explored, and a meta-thematic analysis investigates its influence on cognitive and socio-emotional domains in preschoolers, emphasizing the need for rigorous evidence-based research.
... The constructivist framework, pioneered by Piaget (1972) and further developed by Papert and Harel (1990), positions learners as active participants who assimilate new concepts and adapt them to their existing cognitive frameworks. This methodology emphasizes the formative aspect of instruction, fostering a continuous feedback loop that promotes cooperation and collaborative engagement among students (Ackermann, 2001). ...
STEM education integrates an interdisciplinary pedagogical model that includes rigorous scientific principles across the fields of science, technology, engineering, and mathematics into realistic problem-solving exercises oriented toward real-world challenges, incorporating educational robotics. For the successful integration of quality STEM education, it is crucial to comprehend the perceptions of educators. This study aims to investigate the perception of primary and preschool educators regarding the incorporation of educational robotics into STEM education and the factors that influence their convictions. The research involved 307 (n=307) pre-service teachers. Data collection was carried out using a closed-ended questionnaire with a reliability coefficient of Cronbach's alpha=.885. It was observed that the respondents largely hold a highly positive attitude regarding the incorporation of educational robotics into STEM, recognizing its fundamental principles while simultaneously acknowledging the need for professional development in this domain. STEM-related courses attended by educators influence their perspectives to a certain degree, while no correlation was found with gender or specialization.
... This may be seen as either incorporating new insights into existing knowledge (assimilation) or having to rearrange or change existing knowledge to take in new insights (accommodation) [14]. Knowledge is, therefore, actively constructed by the learner [12,15]. Constructive alignment is an outset for teaching aimed at moving the student from surface to deep learning [11]. ...
This paper presents the outcomes of a classroom intervention simulating industry work conditions. Students worked with solving bugs and adding new features in an already established codebase and had their work structured in GitHub issues. This setting supported a professional approach to project work, including branching, pull requests, code reviews, and merges. Students valued the industry-like work conditions and the opportunity to work on a project where they did not have to start from scratch. The intervention was conducted in an advanced web development course as part of the professional bachelor's degree in web development at Business Academy Aarhus in Aarhus, Denmark. The evaluation builds on students' articulations of their learning experience after the first sprint. An analysis of these articulations using the SOLO taxonomy shows that students use language suggesting deep learning in project work-related themes rather than technical themes. We assess this as an essential experience in preparing students for what they will probably face in their first job. We suggest educators utilize old student projects to provide this experience to their current students by letting them add new features or fix bugs in these projects.
... Constructivist learning theory is grounded in the work of Piaget (1952), Vygotsky (1978), and Bruner (1996), who defined learning as the active construction of knowledge and meaning. Constructivist learning theory is different because it expands the constructivist perspective on learning (Papert, 1993) by placing more emphasis on the art of learning and on the significance of learning through making (Ackermann, 2001). Motivation theory focuses on the factors that engage learners in the learning process and help to explain their learning outcomes, either intrinsically or extrinsically (Deci & Ryan, 2013). ...
... Since previous CF studies seldom examine the knowledge application after a CF intervention and the assessment of learning from a CF intervention often replies on a worksheet with formal questions (e.g., the knowledge assessment questionnaire in Jaakkola & Veermans, 2018), we believe an activity that incorporates constructionism can be promising because it allows students to demonstrate their grounded understanding in a personally meaningful way. Constructionism, proposed by Papert (1980), is a learning theory that states deep learning emerges when students explore and play with ideas by creating personal self-driven projects in which students make their own object-to-think-with (Ackermann, 2001), a physical representation of their understanding of the learned content. When designing a constructionist learning activity, the learning environment should ensure that learners can start with something easy (low-floor) , have space for them to increase the complexity of their construction (high-ceiling), and support their building of various types of projects that fit their interests and learning types (wide-walls) (Resnick et al., 2009). ...
... The theory of constructionism shares ideas with the view of constructivism but expands it by not only supporting student-centered learning but also giving importance to discovering learning through tangible objects to connect prior knowledge and new information [38], [39]. The key difference between constructionism and constructivism is that while constructivism mainly focuses on the mental process of learners or students, constructionism is interested in a physical process, such as creating a physical model or generating a mathematical equation [40]. The above makes the thinking and learning process visible [41]. ...
Educational robotics (ER) is a discipline of applied robotics focused on teaching robot design, analysis, application, and operation. Traditionally, ER has favored rigid robots, overlooking the potential of soft robots (SRs). While rigid robots offer insights into dynamics, kinematics, and control, they have limitations in exploring the depths of mechanical design and material properties. In this regard, SRs present an opportunity to expand educational topics and activities in robotics through their unique bioinspired properties and accessibility. Despite their promise, there is a notable lack of research on SRs as educational tools, limiting the identification of research avenues that could promote their adoption in educational settings. This study conducts a Systematic Literature Review (SLR) to elucidate the impact of SRs across academic levels, pedagogical strategies, prevalent artificial muscles, educational activities, and assessment methods. The findings indicate a significant focus on K-12 workshops utilizing soft pneumatic actuators. Furthermore, SRs have fostered the development of fabrication and mechanical design skills beyond mere programming tasks. However, there is a shortage of studies analyzing their use in higher education or their impact on learning outcomes, suggesting a critical need for comprehensive evaluations to determine their effectiveness, rather than solely relying on surveys for student feedback. Thus, there is an opportunity to explore and evaluate the use of SRs in more advanced settings and multidisciplinary activities, urging for rigorous assessments of their influence on learning outcomes. By undertaking this, we aim to provide a foundation for integrating SRs into the educational robotics curriculum, potentially transforming teaching methodologies and enriching students' learning experiences.
... This method allows for creating and experimenting with new knowledge, as well as connecting abstract concepts to real-world issues. Handson engagement necessitates interaction with the subject matter through building, designing, or programming, while social interaction involves exchanging ideas, feedback, and support with others throughout the activities (Ackermann, 2001;Fields & Kafai, 2020). ...
The popularity of artificial intelligence (AI) has highlighted the necessity of K-12 AI education, particularly at the elementary level. However, the lack of a comprehensive and age-appropriate AI curriculum integrated into school subjects, along with the abstract and complex nature of AI concepts, exacerbates student inequalities. Researchers addressed this by developing an AI curriculum using tangible computing tools and assessed its effectiveness in improving students' AI knowledge, perception, and behavioral intention. The study involved 60 elementary students from the US Midwest. The effectiveness of the curriculum and the students’ learning experiences were investigated. The results demonstrated the success of the curriculum among all students, with improved AI knowledge, perception, and behavioral intention after using tangible computing tools. Four themes about learning experiences were identified: (1) Augmentation of cognitive learning gains, (2) Augmentation of affective attributes, (3) Advantages of utilizing tangible computing tools for AI education, and (4) Obstacles encountered in the process of learning AI. The practical and theoretical contributions and implications of this study are discussed.
... Papert betonar följaktligen betydelsen av verktyg och också andra kontextuella faktorer, som en social miljö som möjliggör barnets aktörskap där inlärningsprocessen grundas på barnets egna personliga erfarenheter, känslor och den omgivande kulturella kontexten. Detta utgör en viktig skillnad från Piagets konstruktivism, som ofta försummar vikten av kontexten såväl som barns individuella inlärningsstilar (Ackermann, 2001). Bers (2018a) skriver därtill: ...
... As he described it, his aim with Logo was to 'uncover a more revolutionary Piaget' than the 'conservative' Piaget of development stages (Ibid., p.157). Contrary to Piaget's constructionist theory that focused on the unconscious processes of 'building knowledge structures' from experience, Logo was a 'constructionist' project, aimed at modifying the very circumstances of learning so that learners could build theories by exploring consciously their own imaginary worlds (Harel and Papert 1991, p.1;Ackermann 2001). Constructionism also had the explicit political goal of fostering a more pluralist and less authoritarian education system, open to a wide range of epistemological styles (Harel and Papert 1991). ...
Taillandier documents the creation of the programming language ‘Logo’, developed in the 1960s as an alternative way of teaching concepts in mathematics through computer science. She shows how, when designing Logo, programmers turned to feminist knowledge to rethink crucial aspects of artificial intelligence (AI). They redefined the desirable features of computer culture and the ideal profile of the computer scientist; they overcame divisions between the humanities and the sciences and between sensory and intellectual exploration; and they emphasised that computer languages and coding culture are always political as they are ways of gendering the world. As Taillandier notes, Logo’s limited success was partly attributed to the dominance of a masculinist computer culture. Regardless, Taillandier makes clear the value of remembering these radical developments in computer science, inspiring future ways of recasting the ambitions and significance of AI.
... According to constructionism theory, students effectively construct new ideas when they participate in the production of artifacts in a real-world setting (Papert, 1972). According to Ackermann (2001), constructionism theory approach that emphasizes learning through design has provided an understanding of how an idea is formed and transformed when presented in various mediums contextually. Learning through design emphasizes the learning experienced by students rather than concentrating solely on the final product (Kafai & Resnick, 1996). ...
p style="text-align: justify;">This study investigated the influence of CThink4CS2 Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS2 Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.</p
AutismAR Discovery focuses on the pre-development and validation of an augmented reality application aimed at supporting the education of children with autism spectrum disorder (ASD). This study utilized a prototype storyboard evaluation and the AttrakDiff survey with a sample of students studying special education at the university from a Panamanian university and experts in psychology, social work, and computer science. The study results demonstrate the importance of assistive technology in improving the quality of life for individuals with cognitive disabilities and promoting educational inclusion. The study found that immersive and proactive educational environments are significant for children with ASD, and that the use of augmented reality technology can enhance their learning experience. The findings of this study support the use of assistive technology to enhance the education of children with ASD. Therefore, future work is planned to conduct additional testing with a more diverse sample and to implement improvements based on the findings of this study to further enhance the application and its impact on the community.
Learning is a vital part of human life. Learning (especially Islam), with its various styles, is oriented towards providing provisions to humans (students) to achieve happiness in the world and the hereafter. One of the processes that deliver this is integrated Islamic learning based on the morals of SMAIT students. It will provide provisions for moral learning in the four scopes of the environment: family, school, community, and social media. This research is qualitative research with a qualitative descriptive approach. It uses Piaget's constructivism theory with the assimilation and accommodation method as the grand theory and the Al-Ghazali method as the supporting theory. Data collection was carried out using observation, interviews, and documentation techniques. In this research, researchers involved figures in learning institutions such as leaders of boarding schools or institutions, teachers, guardians of students (student guardians), and students. The results of this study indicate that the application of different methods in the implementation strategy has an impact on increasing greetings, discipline, ethics in social interaction, and social media among fellow students, parents, teachers, and the community who are part of the social context. This impact is well implemented at the four environmental levels of the study.
La enseñanza de la inteligencia artificial (IA) en la educación infantil es un campo de creciente interés que destaca la importancia de utilizar herramientas lúdicas y atractivas, como juguetes robóticos y asistentes inteligentes (Gennari, 2023). Se ha demostrado que niños y niñas pueden aprender de manera efectiva con sistemas de IA, mostrando gran interés y eficiencia (Li, 2023). Vartiainen (2020) resalta la necesidad de promover la participación de la infancia en la era de la IA, subrayando el potencial de esta tecnología en la educación temprana y la necesidad de más investigación en esta área. Prentzas (2013) y Nan (2020) destacan cómo la IA puede mejorar las experiencias de aprendizaje y motivar a la infancia. Prentzas analiza el uso de la IA en sistemas de aprendizaje basados en ordenadores y robots educativos, mientras que Nan enfatiza su aplicación en la educación preescolar. Kewalramani (2021) explora el uso de juguetes robóticos con IA, demostrando cómo pueden fomentar la curiosidad infantil y promover la alfabetización en STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas). Estudios previos sobre la interacción de la infancia con la tecnología, como los de Turkle (2005) y Ackermann (2007), han mostrado que los juguetes inteligentes pueden moldear la comprensión del mundo por parte de los niños y niñas, fomentando el pensamiento crítico y la exploración. Los niños y niñas tienden a ubicar estos dispositivos en un espectro entre lo animado y lo inanimado, desarrollando una comprensión más profunda a través de la observación y la definición de sus características (Keil, 1986; Inagaki, 1993). Los agentes inteligentes encarnados, como asistentes virtuales y robots sociales, ofrecen una oportunidad única para que la infancia comprenda conceptos complejos de IA de manera intuitiva. Mioduser y Levi (2010) han demostrado que los niños y niñas pueden desarrollar esquemas de comprensión al interactuar físicamente con estos dispositivos, experimentando y depurando sus suposiciones. Por otra parte, la democratización de las tecnologías de IA permite a los niños y niñas comunicarse con las máquinas mediante código y lenguaje natural, aunque también presenta desafíos en la depuración de comportamientos inesperados (Gray et al., 2007). Druga et al. (2019) han subrayado la necesidad de diseñar actividades de aprendizaje que utilicen juguetes y agentes inteligentes, promoviendo una alfabetización en IA desde temprana edad y considerando las variaciones socioeconómicas y culturales en la adopción de estas tecnologías.
There has been a renewed interest in creativity as a twenty-first century skill in K-12 mathematics education. However, previous research has paid less attention to creative actions than to other learning outcomes, which are often product- instead of process-based, especially in a programming context. Thus, situated in the context of mathematical learning in a block-based programming environment, Scratch, this study seeks to investigate how in-service mathematics teachers develop mathematical concepts and programming skills to demonstrate their creative actions as a form of professional development. By conducting task-based interviews and thematic analysis, we found that testing and iterative practices of reusing and remixing are two important kinds of creative actions inspired by the programming environment, which give rise to new possibilities for doing mathematics in terms of generating new ways to engage in mathematical processes and to understand mathematics from a computational perspective. Our findings will inform teacher education and professional development programs addressing creativity in technology-enhanced mathematics classrooms, with particular attention to the role of mathematics, programming, and their interplay in inspiring teachers’ (and students’) creative actions and new possibilities for doing mathematics.
This research explores the connection between changes in students' learning styles and the components of creativity in a design studio setting that utilizes mimetic teaching strategies. The study assumes that the change in learning styles is related to the level of creativity exhibited in the design process and final product. The theoretical framework of this study, which focuses on the learning strategy of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes' 4Ps (Person, Press, Process, and Product). Accordingly, the skill of reasoning (person) by Sloman and Pahl & Beitz (associative-variant / hybrid-adaptable / metaphorical-original); resource utilization in the design process (press) by Casakin, Akalın and Özkan & Akalın (within domains –hybrid- between domains); design process (process) by Rittel (linear/non-linear) and the created product (product) by Gentner and Markman and Welling (application-analogy-combination-abstraction) were analyzed based on the theoretical framework. The study found that students who experienced different learning styles throughout the semester utilized a non-linear design process to reach the original design, using metaphorical reasoning. On the other hand, students who used associative reasoning with a linear process struggled to analyze abstract and undefined design problems, resulting in variations of already solved designs. To overcome this, learners should be guided to find examples that promote metaphorical reasoning, activate their connection to the context, and encourage alternative thinking. Encouraging the use of metaphorical reasoning as a tool for creative restructuring and reinterpretation facilitates the development of original and adaptable designs.
Este livro tem sua origem na pesquisa associada à tese de
doutorado defendida em 2020, e recebemos indicação de publicação
e continuidade da investigação. Buscamos a parceria de André
Raabe na ampliação da pesquisa e nas reflexões construídas desde
então, incluindo a experiência adquirida durante a pandemia do
COVID-19. Como um projeto desta natureza, durante seu processo
conta com muitos nomes que, em diferentes instâncias e com
diferentes intensidades, participaram da sua elaboração. A todas
estas pessoas, colegas, estudantes, amigos e família registramos
nosso agradecimento.
Em especial, agradecemos às agências financiadoras
brasileiras pelo incentivo à pesquisa nacional, pois o presente livro
foi realizado com:
• apoio da Coordenação de Aperfeiçoamento de Pessoal de
Nível Superior – Brasil (CAPES) – Código de Financiamento
001;
• apoio do Conselho Nacional de Desenvolvimento Científico
e Tecnológico (CNPq) – Bolsa de Produtividade em
Desenvolvimento Tecnológico e Extensão Inovadora –
Processo: 315208/2018-0; e
• apoio do Conselho Nacional de Desenvolvimento Científico
e Tecnológico (CNPq) – Bolsa de Produtividade em Pesquisa
(PQ), Processo: 312864/2020-5
The purpose of this study is to introduce artificial intelligence (AI) robots to day-care centers to examine how children interact with robots in a natural environment and whether these interaction patterns change over time. Accordingly, the AI robot ALPHA MINI was introduced into two classes (33 children and 3 teachers) at daycare centers for 5 years olds to observe interactions among children, teachers, and a robot for three months. In addition, interviews with teachers were conducted after using the robot. The findings of the study revealed that children mainly use simple language with robots to engage in entertainment-oriented interactions, information acquisition interactions, and emotional interactions. Furthermore, while the interaction between children and robots remained relatively stable over time, it was noted that children leading the interaction with robots circulated, and the interaction patterns between peers mediated by robots has changed. Based on these findings, we highlight the need for prior deliberations on technical support, teacher education, and AI ethics as prerequisites for the integration of AI robots into early childhood classrooms.
The chapter discusses the processes of a designer’s reflection-in-action when employing simulation-based design tools. It revisits Donald Schön’s seminal work on the Reflective Practitioner, considering the current technological mileu where simulations of physical or environmental behavior educate future architects on how to reflect in action during the design process, rather than analyzing and modifying their design a posteriori. Schön argues in favor of the idiosyncratic element in design decision making which is based on practice. Hence, the digital practitioner of our times develops an intuition and knowledge that derives from the exposure to simulations and computational tools. The chapter will expound on processes of experiential learning in architecture and discuss the findings and experiences from architectural studio case studies that employed computational tools for form-finding to provide real-time feedback on the behaviour and geometry of the projects. The curriculum aimed at combining teaching strategies, digital media and design processes towards the objective of educating the reflective digital practitioner of the future.
In this paper, we propose that “deep mapping,” as described by David Bodenhamer (Bodenhamer 2016), can be used as a technique to broaden the scope of who is allowed to tell stories about place by letting a map’s authors re-engage physical spaces through narrative, subverting the notion of a map as an authoritative representation of place. We introduce The MapTool, a custom software toolkit we have developed in collaboration with authors telling stories about places. This tool facilitates the creation of interactive maps for both web and mobile applications. By presenting three case studies of projects composed using The MapTool, we examine ways in which deep maps provide an opportunity to co-construct stories of physical places through layering.Dans cet article, nous proposons que la cartographie profonde, telle que décrite par David Bodenhamer (Bodenhamer 2016), puisse être utilisée comme technique pour élargir le champ des personnes autorisées à raconter des histoires sur les lieux en permettant aux auteurs d'une carte de réengager les espaces physiques par le biais de la narration, en subvertissant la notion de carte en tant que représentation autoritaire d'un lieu. Nous présentons The MapTool, un logiciel personnalisé que nous avons développé en collaboration avec des auteurs qui racontent des histoires sur les lieux. Cet outil facilite la création de cartes interactives pour les applications web et mobiles. En présentant trois études de cas de projets composés à l'aide de The MapTool, nous examinons comment les cartes profondes permettent de co-construire des histoires de lieux physiques par la superposition de couches.
The learning environment is a unique conglomerate, the shape of which depends, among others, on the adopted didactic paradigm. The quality of learning enablers is influenced by the institution-specific understanding of learning, the definition of knowledge and the roles of students and teachers. The article presents the results of qualitative research using the method of interview and document analysis. It is an attempt to characterize elements of the Darunsikkhalai School for Innovative Learning learning environment in Bangkok. A school whose main program assumption is constructionism. Three components of the learning environment were distinguished and characterized, which include both the material/physical area, the area of interaction, taking into account the specificity of interactions of students, teachers, parents, representatives of the academic and local environment, as well as the area of students' own activity.
Learning through designing is the latest innovation in science, technology, engineering, and mathematics teaching and learning in the 21st century. This study aims to identify the effectiveness of EkSTEMiT module in fostering inventive thinking in the subject of electrochemistry. EkSTEMiT module was tested through a quasi-experimental design method of nonequivalent pre- and post-tests. A total of 63 students from four rural schools were involved in this study. Two schools were included in the treatment group (n=32), and two schools were included in the control group (n=31). The instrument used in this study was Inventive Thinking Questionnaire, which consists of adaptability and complexity management, self-regulation, curiosity, creativity, risk-taking, and higher-order thinking and reasoning subdomains. Analysis of MANOVA repeated measures showed no significant effect for group and time and no significant interaction effect between group and time on the level of students’ inventive thinking. Although EkSTEMiT module does not have a significant impact on the level of inventive thinking, it can have a particular impact on the teaching of innovative instructors and can subsequently increase interest in the subject of chemistry among students.
In "Everyday Cognition" leading scholars in developmental psychology, cognitive science, and anthropology have joined forces to examine how thinking and cognitive development are influenced by social context. John Seely Brown, Michael Cole, Herbert P. Ginsburg, Patricia Greenfield, Hugh Mehan, Silvia Scribner, and Sheldon H. White, with the editors and others, examine the ways in which thinking occurs in the real world of home, school, and workplace, as well as in the laboratory. They stress the problem-solving nature of most everyday cognitive activity and the extent to which it is shaped by social interaction with others. Overall, the book represents the shift in developmental psychology from adherence to fixed Piagetian stages of development toward awareness of the relation between child and environment, emphasizing the context and situations in which children learn to become adults. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
Reflections on Gender and Science. New Haven The Evolving Self
- E R Fox-Keller
Fox-Keller, E. (1985). Reflections on Gender and Science. New Haven. Yale University Press.
Kegan, R. (1982). The Evolving Self. Cambridge, MA: Harvard University Press.
Situated knowledge and the culture of learning
- J S Brown
- A Collins
- P Duguid
Brown, J.S., Collins, A., & Duguid, P. (1989). Situated knowledge and the culture of learning.
Educational Researcher. Vol. 18 (1). pp. 32-42.
The Child's Conception of Space. See especially " Systems of Reference and Horizontal-Vertical Coordinates
- J Piaget
- B Inhelder
Piaget, J. & Inhelder, B. (1967). The Child's Conception of Space. See especially " Systems of
Reference and Horizontal-Vertical Coordinates. " p. 375-418. New York: W. W. Norton &Co.