Relevant bibliographies by topics / Constructionist learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Constructionist learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Constructionist learning"

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Levin, Ilya, Alexei L. Semenov, and Mikael Gorsky. "Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs." Education Sciences 15, no. 1 (2025): 45. https://doi.org/10.3390/educsci15010045.

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This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert’s constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and inter
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Tanprasertkul, Surat, Puthyrom Tep, and Watchara Thitayanuwat. "The Influence of Constructionist Learning Environments on the Development of Global Citizenship Education Among K-12 Students." Constructionism Conference Proceedings 8 (June 24, 2025): 173–84. https://doi.org/10.21240/constr/2025/4.x.

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While theoretical studies suggest that constructionist learning environments can cultivate skills essential to Global Citizenship Education (GCE), empirical research exploring this intersection is limited. This study investigates how constructionist learning environments impact the development of GCE among K-12 students. A qualitative research design, focusing on document analysis, was employed. A total of 177 student project reports generated over a one-year period during the 2023 academic year were collected. Trimester 1 included 51 projects (28.81%), Trimester 2 contained 53 projects (29.94
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Paulo Blikstein and Lorenzo Guasti. "Taking Constructionism Outside: Combining outdoor education, maker pedagogy, and constructionist learning." IUL Research 1, no. 2 (2020): 186–95. http://dx.doi.org/10.57568/iulres.v1i2.75.

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Quando ripartiranno i processi di istruzione dopo l'emergenza COVID-19, come saranno le scuole? L'articolo discute le possibilità in due aree che possono aiutare ad immaginare l'apprendimento nel mondo post-pandemia: l'outdoor education e la maker education. La vasta letteratura scientifica sull'outdoor education ne mostra l'efficacia. Nel contesto dell'attuale pandemia l'outdoor education diviene ancora più importante, dato che offre il contesto adeguato per mantenere il distanziamento sociale e garantire un basso rischio di contagio. Dato che gli spazi chiusi possono non essere adatti alle a
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Bruckman, Amy. "Community Support for Constructionist Learning." Computer Supported Cooperative Work (CSCW) 7, no. 1-2 (1998): 47–86. http://dx.doi.org/10.1023/a:1008684120893.

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LaPrade, Melvin, and Sherry Lassiter. "From Logo Programming to Fab Labs: The Legacy of Constructionist Learning in K−12 Education Technology." International Journal on Integrating Technology in Education 12, no. 02 (2023): 1–18. http://dx.doi.org/10.5121/ijite.2023.12201.

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Mens et manus, the motto that is embedded in the MIT official seal, is a simple Latin phrase that translates to “mind and hand.” As a continuation of MIT’s pioneering education and research, Seymour Papert, a renowned educator and learning theorist, established the foundation of constructionism, which emphasizes hands-on/minds-on learning. This article explores the evolution of constructionism in K-12 educational technology from the Logo computer language to Scratch block-based programming and the introduction of Fab Labs, which represent the third-generation platform for constructionist teach
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AIRCC. "From Logo Programming to Fab Labs: The Legacy of Constructionist Learning in K−12 Education Technology." International Journal on Integrating Technology in Education (IJITE) 12, no. 2 (2024): 1–18. https://doi.org/10.5121/ijite.2023.12201.

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Mens et manus, the motto that is embedded in the MIT official seal, is a simple Latin phrase that translatesto “mind and hand.” As a continuation of MIT’s pioneering education and research, Seymour Papert, arenowned educator and learning theorist, established the foundation of constructionism, which emphasizeshands-on/minds-on learning. This article explores the evolution of constructionism in K-12 educationaltechnology from the Logo computer language to Scratch block-based programming and the introduction ofFab Labs, which represent the third-generation platform for construc
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Gomes dos Santos, Veronica, Thais Eastwood Vaine, and Gabriela Breviglieri. "Teacher Training Mediated by Creative Learning." Constructionism Conference Proceedings 8 (June 24, 2025): 499–502. https://doi.org/10.21240/constr/2025/114.x.

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Constructionist education, based on its fundamental premises, has consistently proven effective in fostering a more holistic and integrative education. These premises align with the aspirations of formal education, which is monitored and evaluated through external and standardized assessments that do not always capture such comprehensive development. Drawing upon the tenets of constructionism, we hypothesize that pedagogical practices grounded in Creative Learning (CL), an outgrowth of constructionism, have the potential to directly impact student learning and performance, and that this impact
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Kotsari, Konstantina, and Zacharoula Smyrnaiou. "Fostering Creativity and Inclusion." Constructionism Conference Proceedings 8 (June 24, 2025): 543–45. https://doi.org/10.21240/constr/2025/116.x.

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This study investigates the integration of artificial intelligence (AI) into constructionist learning environments to enhance creativity, inclusion, and personalized STEM education, especially for neurodiverse learners. Grounded in Seymour Papert’s theory of Constructionism, it explores how AI tools – like virtual reality, social robots, and intelligent tutors – can support hands-on, learner-centered experiences. A narrative literature review of over 30 studies reveals that AI can personalize content, foster engagement, and support social interaction. However, challenges include access dispari
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Bissoli, Giorgia, Agnese Del Zozzo, Francesca Fiore, et al. "Never Have I Ever… Struggled to Explain Constructionism." Constructionism Conference Proceedings 8 (June 24, 2025): 589–91. https://doi.org/10.21240/constr/2025/90.x.

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This workshop addresses a recurring challenge in constructionist communities: how to effectively communicate to non-experts, such as school teachers or policymakers what constructionism is. Despite its strong theoretical foundations (Papert, 1980; Harel & Papert, 1991), constructionism often resists simple explanations, especially in non-academic or informal contexts. Our workshop employs a playful and participatory format inspired by the game Never Have I Ever... to support educators, researchers, and practitioners in sharing communication challenges and collaboratively building strategie
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Fiore, Francesca, Agnese Del Zozzo, Giorgia Bissoli, et al. "Building a Constructionist Community." Constructionism Conference Proceedings 8 (June 24, 2025): 261–73. https://doi.org/10.21240/constr/2025/73.x.

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While constructionism has proven to be a powerful educational approach – leveraging technology to enhance learning across diverse environments – its broader adoption is often limited by traditional school structures and the perceived radical nature of its principles. A key challenge for any constructionist research group is how to effectively promote these innovative practices to a wider audience and support their integration into mainstream education. To address this, our constructionist lab has developed an innovative collaboration model that connects academia with the regional educational e
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Dissertations / Theses on the topic "Constructionist learning"

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Khan, Mina S. M. Massachusetts Institute of Technology. "Wonderland : constructionist science learning in mixed reality." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/122896.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 95-99).<br>Science concepts lie at the heart of our everyday experiences, yet people feel disconnected from science because of the abstract way it is taught in schools. We wanted people to learn science concepts in the real world in playful ways, and used Mixed Reality (MR) to allow people to visualize and play with science concepts in the real world. We focused on Newtonian phys
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Fashoyin, Oludotun A. (Oludotun Abrola) 1979. "Crossroads : a collaborative design notebook for constructionist learning activities." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86805.

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Thesis (M.Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.<br>Includes bibliographical references (p. 103-104).<br>by Oludotun A. Fashoyin.<br>M.Eng.and S.B.
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Cheng, Andrew C. (Andrew Chun-Ho) 1975. "A graphical programming interface for a children's constructionist learning environment." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/17468.

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Jasutė, Egle. "Interactive visualization model for the constructionist teaching and learning of geometry." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141209_111855-74602.

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Teaching of mathematics is one of the most complicated and demanding disciplines in a curriculum. The aim of a teacher is not only to communicate knowledge but also to engage the students, motivate them and involve in active learning process by encouraging them to construct their knowledge and competencies. Dynamic geometry systems based on the principle of constructionist learning enable to effectively involve students into the activity by constructing their mathematical knowledge and competencies. However, teachers of mathematics find it difficult to employ the systems since the technical sk
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Elliott, Jason Lynn. "AquaMOOSE 3D a constructionist approach to math learning movitved by artistic expression /." Available online, Georgia Institute of Technology, 2005, 2005. http://etd.gatech.edu/theses/available/etd-08232005-133845/.

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Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2006.<br>Elizabeth Mynatt, Committee Member ; Janet Kolodner, Committee Member ; Amy Bruckman, Committee Chair ; Michael Eisenberg, Committee Member ; Mark Guzdial, Committee Member. Vita. Includes bibliographical references.
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Elliott, Jason Lynn. "AquaMOOSE 3D: a Constructionist Approach to Math Learning Motivated by Artistic Expression." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/7469.

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Research has shown that students interest in academics declines significantly with age, especially in the areas of math and science (Kahle et al., 1993; Wigfield, 1994; Wigfield and Eccles, 1992). One approach to combating this problem is by using new technologies to engage students who otherwise would not be interested in learning. In the AquaMOOSE project, 3D graphical technology is combined with a constructionist learning philosophy to create an environment where students can creatively explore new mathematical concepts. The AquaMOOSE socio-technical system has been developed using an it
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Chapman, Robbin Nicole 1958. "Pearls of Wisdom : technology for intentional reflection and learning in constructionist cooperatives." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/38300.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (p. 276-289).<br>At the core of the constructionist learning paradigm is the idea that people learn through design experiences. However, in most settings, learners rarely revisit their work to reflect on design and learning processes. The practice of reflection is not integrated into regular community practice. That omission results in lost opportunities for deeper learning because reflection plays an important role in knowledge integration.
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Soltangheis, Mina. "From children's play to intentions : a play analytics framework for constructionist learning apps." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/114061.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 73-76).<br>Educational games and digital learning environments provide opportunities to collect fine-grained data on how learners engage with these technologies. The number of technologies targeted at literacy learning for children is increasing. However, the majority of them are structured and reward-based. Therefore, the users' behavior and data collected from them have the sa
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Boahen, Godfred Fordjour. "Ethnicity, learning disability, and the Mental Capacity Act 2005 : a social constructionist ethnography of an integrated learning disability service." Thesis, Open University, 2013. http://oro.open.ac.uk/54718/.

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This thesis explores how the Mental Capacity Act 2005 (MCA) is operationalised within an integrated statutory learning disability service and examines how the legislation is manifested in everyday lived experience of an ethnic minority. In England and Wales, the MCA established a framework for assessing cognitive decision-making ability with mental capacity conceptualised as 'objective', 'rational' and person-specific. Taking as points of departure rationality and individualism which are associated with Western liberal democracy, the MCA evokes interest in how the notion of mental capacity is
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Benacka, Jan. "BubbleSort, SelectSort and InsertSort in Excel & Delphi – Learning the Concepts in a Constructionist Way." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6463/.

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Books on the topic "Constructionist learning"

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Latham, Gloria, and Gayle Morris. E-learning in the university: Some constructionist perspectives. RMIT University Press, 2005.

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Matoba, Kazuma. Transformative Dialogue for Third Culture Building: Integrated Constructionist Approach for Managing Diversity. Budrich UniPress Ltd., 2011.

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Idit, Harel, American Educational Research Association. Meeting, Massachusetts Institute of Technology. Epistemology & Learning Research Group., and Massachusetts Institute of Technology. Media Laboratory., eds. Constructionist learning: A 5th anniversary collection of papers reflecting research reports, projects in process, and essays by the Epistemology & Learning Group. MIT Media Laboratory, 1990.

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B, Kafai Yasmin, and Resnick Mitchel, eds. Constructionism in practice: Designing, thinking, and learning in a digital world. Lawrence Erlbaum Associates, 1996.

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Busby, Peter. Busby: Learning sustainable design. Edited by Taggart Jim 1956-, Wardle Kathy E. 1975-, and Busby Perkins + Will Architects Co. Janam Publications, 2007.

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1949-, Campbell Peter, ed. Learning from construction failures: Applied forensic engineering. Whittles, 2001.

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B, Moje Elizabeth, and O'Brien David G, eds. Constructions of literacy: Studies of teaching and learning in and out of secondary schools. L. Erlbaum Associates, 2001.

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Metropolitan Museum of Art (New York, N.Y.) and Metropolitan Museum of Art (New York, N.Y.). Education Dept., eds. Islamic art and geometric design: Activities for learning. Metropolitan Museum of Art, 2004.

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Kendrick, Jenny. Images of humanity?: Fictional constructions and perspectives of characters with learning difficulties in literature for children and young adults. University of Surrey, 1999.

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CIELAM (Organization). Groupe XVIe-XVIIIe siècle, ed. Doute et imagination: Constructions du savoir de la Renaissance aux Lumières : actes du colloque du CIELAM, Groupe XVIe-XVIIIe siècle. Classiques Garnier, 2011.

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Book chapters on the topic "Constructionist learning"

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Ma, Minhua, Kim Bale, and Paul Rea. "Constructionist Learning in Anatomy Education." In Serious Games Development and Applications. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33687-4_4.

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Capretti, Giuseppina, Maria Rita Laganà, and Laura Ricci. "Learning Concurrent Programming: A Constructionist Approach." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48387-x_21.

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Ricciardi, Sara, Stefano Rini, and Fabrizio Villa. "Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_22.

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AbstractIn this contribution we describe an extended experiment to bring constructionist approaches to public schools in Bologna. Specifically, we focus on our latest project called Officina degli Errori, which is an extended teacher training program for primary school teachers based on tinkering. We highlight our motivation, the structure of Officina degli Errori and the lessons learned co-designing the activities and implementing them in the reality of public schools in Bologna. We also interviewed teachers to understand the critical issues affecting implementation of constructionist approac
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Grizioti, Marianthi, and Chronis Kynigos. "Computer-Based Learning, Computational Thinking, and Constructionist Approaches." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_75.

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Marianthi, Grizioti, and Kynigos Chronis. "Computer-Based Learning, Computational Thinking, and Constructionist Approaches." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_75-1.

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Grizioti, Marianthi, and Chronis Kynigos. "Computer-Based Learning, Computational Thinking, and Constructionist Approaches." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_75-2.

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Blikstein, Paulo, and Uri Wilensky. "MaterialSim: A Constructionist Agent-Based Modeling Approach to Engineering Education." In Designs for Learning Environments of the Future. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88279-6_2.

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Cameron, Harriet. "Specific Learning Difficulties as a Relational Category: Reconstruction, Redistribution and Resistance in Higher Educational Practice." In The Sage Handbook of Social Constructionist Practice. SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529714326.n37.

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Karkalas, Sokratis, Alisa Lincke, and Marianthi Grizioti. "Learning Analytics for Open Learning Environments: Connection to 21st Century Skills." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84170-5_3.

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Abstract This paper presents the design and development process of an innovative learning analytics tool tailored to address the challenge of generating analytics for diverse, constructionist, open learning tools. The paper outlines the preparatory phase, which informs a co-design component aimed at eliciting data requirements and establishing a shared conceptual framework among educators regarding the monitoring of 21st-century skills using open learning tools. Through this process, common understandings and agreed-upon metrics for assessing skill cultivation were identified. Subsequently, th
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Hughes, Janette, Jennifer Anne Robb, and Margaret Lam. "Designing and Learning with IoT in a Passion-Based Constructionist Context." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53294-9_59.

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Conference papers on the topic "Constructionist learning"

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Vancell, Joseph. "GENERATIVE AI AS A TRANSFORMATIVE TOOL FOR TEACHING AND LEARNING: A CONSTRUCTIONIST APPROACH." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2218.

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Khambuo, Sarochar, Puthyrom Tep, and Surat Tanprasertkul. "Implementing a Constructionist Project-Based Learning Approach to Enhance Chemistry Learning Achievement in Eleventh Grade Students." In 2024 9th International STEM Education Conference (iSTEM-Ed). IEEE, 2024. http://dx.doi.org/10.1109/istem-ed62750.2024.10663104.

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Tep, Puthyrom, Watchara Thitayanuwat, and Surat Tanprasertkul. "Impact of Internet Self-Efficacy on Digital Citizenship in a Constructionist Learning Environment." In 2024 9th International Conference on Business and Industrial Research (ICBIR). IEEE, 2024. https://doi.org/10.1109/icbir61386.2024.10875898.

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Thitayanuwat, Watchara, Puthyrom Tep, and Surat Tanprasertkul. "Improving Robotics and IoT Learning Achievement in Junior High School Students through a Constructionist Project-Based Learning Approach." In 2025 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2025. https://doi.org/10.1109/ectidamtncon64748.2025.10962038.

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Luqman, Muhammad, and Muhammad Arif. "Interpretable Machine Learning Modeling for Surface Chloride Concentration Prediction in Marine Concrete." In 14th International Civil Engineering Conference. Trans Tech Publications Ltd, 2025. https://doi.org/10.4028/p-r9up7x.

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The chloride concentration (Cs) on the concrete surface is an indispensable metric for designing resilience and estimating the lifespan of concrete structures in aquatic settings. Consequently, due to Chloride action, many reinforced concrete constructions cannot reach their intended or planned life span and experience early degradation. This study utilizes three independent machine learning techniques, Extreme Gradient Boosting (XGBoost), Multi Expression Programming (MEP), and Decision Tree (DT), to forecast the concrete’s surface chloride concentration (Cs). To achieve this objective, a com
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Roque, Ricarose, and Mariana Aki Tamashiro. "Making Learning Visible in Constructionist Learning Contexts." In IDC '22: Interaction Design and Children. ACM, 2022. http://dx.doi.org/10.1145/3501712.3534093.

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Vidaña, Ana Cecilia, and Ernesto Momox. "SOCIAL MAKERSPACE: CONSTRUCTIONIST APPROACH TO EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1329.

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Lachney, Michael. "Convivial Constructionism: Recovering the Influence of Ivan Illich on Seymour Papert and Constructionist Learning Theory." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2006630.

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Pantic, Katarina, Deborah A. Fields, and Lisa Quirke. "Studying situated learning in a constructionist programming camp." In IDC '16: Interaction Design and Children. ACM, 2016. http://dx.doi.org/10.1145/2930674.2930725.

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Simeone, Luca, Giorgia Lupi, Paolo Patelli, Salvatore Iaconesi, and Oriana Persico. "DIY GIS: A Constructionist, Educational Toolkit for Architecture Students." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.47.

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Reports on the topic "Constructionist learning"

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Silverman, David. Successful Qualitative Research. Instats Inc., 2024. https://doi.org/10.61700/vr7osyhoc671i1858.

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This workshop provides a unique opportunity to refine and elevate your research by discovering extraordinary realities in what appear to be ordinary practices. For PhD students and academic researchers, key learning outcomes of this workshop include the ability to design robust qualitative studies, the skill to critically evaluate and interpret qualitative data, and the capacity to articulate research findings with clarity and impact. Participants will also develop a nuanced understanding of majority and minority qualitative research strategies and the value of Constructionist approaches focus
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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned
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