Constructionism in practice : designing, thinking and learning in a digital world / edited by Yasmin Kafai, Mitchel Resnick.
Language: English Publisher: Mahwah, N.J. Lawrence Erlbaum Associates, 1996Description: xii, 339 s. illISBN:- 0805819843
- 0805819851
- 370.1523 20
- L
- Eaa
- Pub
- Eabx
Item type | Current library | Shelving location | Call number | Status | Date due | Barcode | Item holds | |
---|---|---|---|---|---|---|---|---|
Book | Biblioteket HKR | Biblioteket | 370.1523 Constructionism | Available | 11156000180698 | |||
Book | Biblioteket HKR | Biblioteket | 370.1523 Constructionism | Available | 11156000180697 |
Enhanced descriptions from Syndetics:
The digital revolution necessitates, but also makes possible, radical changes in how and what we learn. This book describes a set of innovative educational research projects at the MIT Media Laboratory, illustrating how new computational technologies can transform our conceptions of learning, education, and knowledge. The book draws on real-world education experiments conducted in formal and informal contexts: from inner-city schools and university labs to neighborhoods and after-school clubhouses. The papers in this book are divided in four interrelated sections as follows:
* Perspectives in Constructionism further develops the intellectual underpinnings of constructionist theory. This section looks closely at the role of perspective-taking in learning and discusses how both cognitive and affective processes play a central role in building connections between old and new knowledge.
* Learning through Design analyzes the relationship between designing and learning, and discusses ways that design activities can provide personally meaningful contexts for learning. This section investigates how and why children can learn through the processes of constructing artifacts such as games, textile patterns, robots and interactive devices.
* Learning in Communities focuses on the social aspects of constructionist learning, recognizing that how people learn is deeply influenced by the communities and cultures with which they interact. It examines the nature of learning in classroom, inner-city, and virtual communities.
* Learning about Systems examines how students make sense of biological, technological, and mathematical systems. This section explores the conceptual and epistemological barriers to learning about feedback, self-organization, and probability, and it discusses new technological tools and activities that can help people develop new ways of thinking about these phenomena.
Table of contents provided by Syndetics
- List of Contributors (p. xi)
- Introduction (p. 1)
- Acknowledgments (p. 8)
- Part I Perspectives in Constructionism (p. 8a)
- 1 A Word for Learning (p. 9)
- References (p. 24)
- 2 Perspective-Taking and Object Construction (p. 25)
- Conclusion (p. 32)
- References (p. 34)
- Acknowledgments (p. 34)
- Introduction (p. 37)
- 3 Elementary School Children's Images of Science (p. 37)
- Conclusions (p. 62)
- Acknowledgments (p. 64)
- Acknowledgments (p. 65)
- Appendix B Image of Science Interview Guideline (p. 65)
- Part II Learning Through Design (p. 70a)
- 4 Learning Design by Making Games Children's Development of Design Strategies in the Creation of a Complex Computational Artifact (p. 71)
- Conclusion (p. 93)
- Acknowledgments (p. 94)
- References (p. 94)
- 5 Electronic Play Worlds (p. 97)
- Conclusions (p. 119)
- Acknowledgments (p. 121)
- References (p. 121)
- Foreword (p. 125)
- 6 The Art of Design (p. 125)
- References (p. 158)
- Introduction (p. 161)
- 7 Building and Learning with Programmable Bricks (p. 161)
- References (p. 172)
- 8 Social Constructionism and the Inner City Designing Environments for Social Development and Urban Renewal (p. 175)
- Introduction (p. 175)
- Acknowledgments (p. 204)
- Appendix: Statistical Data About the Four Corners Neighborhood (p. 204)
- References (p. 205)
- 9 The Media MOO Project Constructionism and Professional Community (p. 207)
- Conclusion: Constructionism and Virtual Reality (p. 220)
- Acknowledgments (p. 221)
- References (p. 221)
- 10 A Community of Designers Learning Through Exchanging Questions and Answers (p. 223)
- Introduction (p. 223)
- References (p. 239)
- 11 They Have Their Own Thoughts (p. 241)
- Introduction (p. 241)
- Conclusion (p. 251)
- Acknowledgments (p. 252)
- References (p. 253)
- Part IV Learning About Systems (p. 254a)
- Introduction (p. 255)
- 12 New Paradigms for Computing, New Paradigms for Thinking (p. 255)
- Acknowledgments (p. 266)
- References (p. 267)
- 13 Making Sense of Probability Through Paradox and Programming A Case Study in a Connected Mathematics Framework (p. 269)
- Introduction (p. 269)
- Concluding Remarks (p. 290)
- Acknowledgments (p. 292)
- References (p. 293)
- Introduction (p. 297)
- 14 Ideal and Real Systems (p. 297)
- Analysis and Conclusions (p. 318)
- Acknowledgments (p. 322)
- References (p. 322)
- Author Index (p. 323)
- Subject Index (p. 329)