Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/60239
Type of publication: Straipsnis recenzuojamoje Lietuvos tarptautinės konferencijos medžiagoje / Article in peer-reviewed Lithuanian international conference proceedings (P1e)
Field of Science: Edukologija / Education (S007)
Author(s): Sacristán, Ana Isabel;Kaminskienė, Lina;Sabin, Mihaela;Baafi, Richard Akrofi Kwabena
Title: Constructionism in upper secondary and tertiary levels
Is part of: Constructionism 2018: constructionism, computational thinking and educational innovation; international conference, August 20-25, 2018, Vilnius, Lithuania: proceedings / edited by Valentina Dagienė and Eglė Jasutė. Vilnius : Vilnius university, 2018
Extent: p. 925-939
Date: 2018
Keywords: Constructionism;Upper secondary level;Tertiary level
ISBN: 9786099576015
Abstract: In the constructionist paradigm, the fundamental premise is to create student-centered learning situations for students to consciously engage in constructing shareable, tangible objects, through meaningful projects. In Papert’s vision, one particularly valuable means of doing that is in programming the computer because, in doing that, the student “establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building” (Papert, 1980, p. 5). Since the 1980s, there have been countless experiences and studies exploring and documenting the use of the constructionist paradigm, many of the first ones using Logo computer programming, but mostly with young students at primary or middle-school levels. However, experiences in upper secondary and university levels are scarcer. Laurillard (2002), nonetheless, advocates for constructionist and collaborative technology-based learning environments in higher education; she says (p. 42): “the aim of university teaching is to make student learning possible […] not simply impart decontextualised knowledge, but must emulate the success of everyday learning by situating knowledge in real-world activity” helping students reflect on their experience of the world and ways of representing it. The purpose of this working group was to share constructionist experiences in upper secondary and tertiary educational levels, particularly those involving computer programming and/or computational thinking and environments; and to reflect on the challenges, needs and differences of constructionist technology-based implementations in the various educational levels, and on how to promote such implementations in upper levels. The guiding and research questions were: • What are the characteristics of constructionist implementations in upper educational levels? In upper secondary school? [...]
Internet: http://www.constructionism2018.fsf.vu.lt/file/repository/Proceeding_2018_Constructionism.pdf
Affiliation(s): Edukologijos institutas
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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