Blog 6- Constructionism and the Maker Movement

What is Constructionism and the Maker Movement?

Seymour Papert pioneered the constructionism learning theory, which claims that individuals learn best by building and producing objects in their environment (Papert, 1991). It highlights the significance of learners being actively involved in the learning process and is strongly tied to the idea of practical/experimental learning. A hands-on, DIY method of learning that prioritises creativity, problem-solving, and cooperation is known as the maker movement in education (Martinez & Stager, 2013). The maker movement, according to Martinez and Stager (2013), is founded on the notion that students should actively participate in developing, designing, and building projects that have personal significance to them.

Non Computer Based Constructionism Activity: Nail Balance

The nail balance activity is a fun building game that doesn't require a computer to play and is intended to promote group work, problem-solving, and practical learning in a classroom setting. Six coloured nails and a block with one fixed nail inside make up the game. Six cards are given to the participants, each with detailed instructions on how to set up the nail balance activity. Just the information on each person's card may be spoken aloud to the group as a whole.

Nail balancing activity CC by Sarah Bensaidi

This nail balancing activities is great to utilise in the classroom as it helps students experiment different positions for the nails until they find an effective solution for the nails to stand on its own. Which help students understand concepts such as balance and gravity. Students are able to build their own knowledge and see the real-world applications of scientific concepts when they collaborate and engage in iterative problem-solving. The nail balance exercise ultimately serves as an example of constructionism by highlighting the value of cooperative, hands-on learning experiences.

Computer Based Constructionism Activity: Micro:bit Irrigation System

The Microsoft micro:bit is a little, programmable computer intended for use in classrooms to teach students in computer coding and technology. The micro:bit is a pocket-sized gadget that was first created in the UK by the BBC, Microsoft, and other collaborators. It has a variety of sensors and parts, including an accelerometer, magnetometer, Bluetooth, and LED lights (BBC, n.d.).

Micro:bit irrigation system CC by Sarah Bensaidi

Using the micro:bit in the classroom can encourage creativity since it lets students experiment and explore various coding and programming techniques. "Programming may be understood as a new type of literacy that allows people to express themselves in new ways and to explore new forms of creativity," stated by Resnick and Rosenbaum (2013, p. 2). Students may practise with coding and develop their creative potential in a low-stress setting with the micro:bit's straightforward interface and block- building coding language.

Pedagogical Issues of using Computer Based Constructionism

The necessity for scaffolding and support to assist students in navigating the learning process is one pedagogical challenge with adopting computer-based constructionism exercises in the classroom. Constructionism is about creating a space where students may create their own ideas with the help of a teacher, mentor, or peer rather than leaving them to fend for themselves.

References

BBC. (n.d.). Micro:bit - Pocket-sized, programmable computer. Retrieved March 28, 2023, from https://www.bbc.com/microbit

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press.

Papert, S. Constructionism: A new opportunity for elementary science education. (n.d.).

Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In Proceedings of the 12th International Conference on Interaction Design and Children (p. 2).