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Journal articles on the topic 'Constructionist learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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LODI, Michael, Dario MALCHIODI, Mattia MONGA, Anna MORPURGO, and Bernadette SPIELER. "Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey." Olympiads in Informatics 13 (July 13, 2019): 99–121. http://dx.doi.org/10.15388/ioi.2019.07.

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Although programming is often seen as a key element of constructionist approaches, the research on learning to program through a constructionist strategy is somewhat limited, mostly focusing on how to bring the abstract and formal nature of programming languages into “concrete”, possibly tangible objects, graspable even by children with limited abstraction power. We survey the literature in programming education and analyse some programming languages designed to help novices from a constructionist perspective.

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Guterman, Lydia, Sarah Wharton, and Mary Cate Gustafson-Quiett. "Generating Constructionist Criteria for AI Educational Technology." Constructionism Conference Proceedings 8 (June 24, 2025): 557–58. https://doi.org/10.21240/constr/2025/35.x.

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With so many artificial intelligence (AI) tools in the sphere of education, how do you choose the ones that enable constructionist learning for K-12 students? It is hard to stay apprised of every AI edtech tool that comes on the market, let alone take the time to critically evaluate its usefulness for constructionist learning environments. In this hands-on and highly collaborative workshop, participants will draw upon their personal experience with constructionist tools to collaboratively develop a set of criteria to define effective constructionist tools. This set of criteria will then be use

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Psenka, Carolyn E., Kyoung-Yun Kim, Gül E. Okudan Kremer, Karl R. Haapala, and Kathy L. Jackson. "Translating Constructionist Learning to Engineering Design Education." Journal of Integrated Design and Process Science 21, no. 2 (2017): 3–20. http://dx.doi.org/10.3233/jid-2017-0004.

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Hosking, Dian Marie, and Rene Bouwen. "Organizational learning: Relational-constructionist approaches: An overview." European Journal of Work and Organizational Psychology 9, no. 2 (2000): 129–32. http://dx.doi.org/10.1080/135943200397897.

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Bonanno, Philip. "Metacognition within a constructionist model of learning." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 1/2 (2004): 9. http://dx.doi.org/10.1504/ijceell.2004.004570.

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Girvan, Carina, Brendan Tangney, and Timothy Savage. "SLurtles: Supporting constructionist learning in Second Life." Computers & Education 61 (February 2013): 115–32. http://dx.doi.org/10.1016/j.compedu.2012.08.005.

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Walker, Justice, and Emmanuel Schanzer. "Twenty Constructionist Things to Do With Data Science." Constructionism Conference Proceedings 8 (June 24, 2025): 137–50. https://doi.org/10.21240/constr/2025/95.x.

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Building on Seymour Papert and Cynthia Solomon’s 1971 memo on “Twenty Things to Do with a Computer,” we consider burgeoning areas of data science as a context to affirm and extend constructionist tenets concerning the power of material production in learning. Like Papert and Solomon’s original treatise about computing, our considerations are motivated by the reality that much of the developmental and learning benefits of engaging with data remain out of reach for youth. Consistent with their argument, we suggest this is not because of any requisite complexity or skill but because education fie

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Laurillard, D., P. Charlton, B. Craft, et al. "A constructionist learning environment for teachers to model learning designs." Journal of Computer Assisted Learning 29, no. 1 (2011): 15–30. http://dx.doi.org/10.1111/j.1365-2729.2011.00458.x.

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Cocciolo, Anthony. "Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education." Evidence Based Library and Information Practice 6, no. 3 (2011): 4. http://dx.doi.org/10.18438/b8dp6n.

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Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP), a major component of a digital archives course offered to students enrolled in a Master’s program in library science at Pratt Institute School of Library and Informat

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Przybylla, Mareen, and Ralf Romeike. "Empowering learners with tools in CS education: Physical computing in secondary schools." it - Information Technology 60, no. 2 (2018): 91–101. http://dx.doi.org/10.1515/itit-2017-0032.

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AbstractIn computer science, computer systems are both, objects of investigation and tools that enable creative learning and design. Tools for learning have a long tradition in computer science education. Already in the late 1960s, Papert developed a concept which had an immense impact on the development of informal education in the following years: his theory of constructionism understands learning as a creative process of knowledge construction that is most effective when learners create something purposeful that they can try out, show around, discuss, analyse and receive praise for. By now,

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Johnson, Claire. "Learning to program with Game Maker." International Journal of Computer Science Education in Schools 1, no. 2 (2017): 17. http://dx.doi.org/10.21585/ijcses.v1i2.5.

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Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting. Â The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as â€˜building materialâ€™ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introd

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Weintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.

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Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thie

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Torres-Martínez, Sergio. "Working out multiword verbs within an Applied Cognitive Construction Grammar framework." European Journal of Applied Linguistics 5, no. 1 (2017): 55–86. http://dx.doi.org/10.1515/eujal-2016-0003.

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AbstractThis article presents a constructionist approach to the teaching of multiword verbs. To that end, I outline a pedagogical model, Applied Cognitive Construction Grammar (ACCxG), which is deemed to provide insight into a novel classification of multiword verbs as constructions (form-function pairings). The ACCxG framework integrates four cognitively-driven rationales, namely Focus on Form, Task-based Language Teaching, Data-driven Learning, and Paper-based Data-Driven Learning. It is argued that the syntax-semantics of multiword verbs can be better understood through recourse to their re

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Daskolia, Maria, and Chronis Kynigos. "Applying a Constructionist Frame to Learning about Sustainability." Creative Education 03, no. 06 (2012): 818–23. http://dx.doi.org/10.4236/ce.2012.326122.

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Levin, Ilya, and Dina Tsybulsky. "The Constructionist Learning Approach in the Digital Age." Creative Education 08, no. 15 (2017): 2463–75. http://dx.doi.org/10.4236/ce.2017.815169.

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Girvan, Carina, and Timothy Savage. "Virtual worlds: A new environment for constructionist learning." Computers in Human Behavior 99 (October 2019): 396–414. http://dx.doi.org/10.1016/j.chb.2019.03.017.

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Levin, Ilya, Alexei Semenov, and Mikael Gorsky. "Papert’s Vision Realized: Constructionism and Generative AI." Constructionism Conference Proceedings 8 (June 24, 2025): 419–26. https://doi.org/10.21240/constr/2025/36.x.

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The paper examines how the emergence of generative AI enables the practical implementation of Seymour Papert’s constructionist vision in education. Through analysis of constructionism’s evolution across three digital epochs – personal computing, networked society, and generative AI – we demonstrate how current AI systems transform from “objects to think with” to “agents to think with,” creating new possibilities for learning and knowledge construction. Traditional tools like Logo, while revolutionary, remained passive and deterministic. In contrast, modern AI systems function as interactive le

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Techakosit, Somsak, and Teerapop Rukngam. "Constructionist Approach Instructional Model in the Digital Learning Ecosystem to Promote Self-Directed Learning Skills." International Journal of Emerging Technologies in Learning (iJET) 18, no. 10 (2023): 123–35. http://dx.doi.org/10.3991/ijet.v18i10.35431.

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Self-directed learning (SDL) skills have become essential in the newly emerging economy and society with advanced technology. The objectives of this study were to develop a constructionist instructional model in a digital learning ecosystem (DLE) to promote SDL skills. The research was divided into 2 phases in terms of instructional design models. The first phase was model development. It involved syntheses of the related literature. The second phase was model validation. This was conducted with the help of 7 experts who had doctoral degrees as well as expertise and experience in instructional

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Sarathy, Aravind Sai, and Peter Wardrip. "A Constructionist Approach to Note-Taking." Constructionism Conference Proceedings 8 (June 24, 2025): 385–95. https://doi.org/10.21240/constr/2025/69.x.

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Note-taking is a fundamental learning practice, yet traditional outlining methods often limit students’ ability to actively generate new knowledge. This study explores how constructionist note-taking practices emphasizing artifact creation, active processing, collaboration & feedback, and reflection & refinement, grounded in the 4E framework (Externalize, Equate, Engage, Examine), enhance the generativeness of notes. Using a quasi-experimental design, undergraduate students were divided into two groups: Experimental (constructionist note-taking) and Control (Traditional outlining). Qua

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Moshell, J. Michael, and Charles E. Hughes. "The virtual academy: A simulated environment for constructionist learning." International Journal of Human-Computer Interaction 8, no. 1 (1996): 95–110. http://dx.doi.org/10.1080/10447319609526142.

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Hodgson, Vivien, and Philip Watland. "The Social Constructionist Case for Researching Networked Management Learning." Management Learning 35, no. 2 (2004): 125–32. http://dx.doi.org/10.1177/1350507604044186.

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Lennon, Jennifer, and Hermann Maurer. "Why it is Difficult to Introduce e-Learning into Schools And Some New Solutions." JUCS - Journal of Universal Computer Science 9, no. (10) (2003): 1244–57. https://doi.org/10.3217/jucs-009-10-1244.

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Most informed educators agree that e-Learning should create a paradigm shift away from traditional teaching models, yet in practice this is extremely difficult to achieve. Typically, teachers use computer networks (internet or intranets) mainly for email, dissemination of information that frequently just mirrors traditional book material, assignments, and perhaps a discussion forum. In this paper, we examine reasons why there has been so little departure away from conventional teaching paradigms. We look beyond Virtual Learning Environments to Managed Learning Environments. We look at ways to

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Racipi, Fatmir, and Stephanie Eugster. "Introducing Beginners to Making: Spaces, Methods, and Hands-on Approaches." Constructionism Conference Proceedings 8 (June 24, 2025): 587–88. https://doi.org/10.21240/constr/2025/88.x.

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Despite the increasing relevance of constructionist learning approaches, many educators struggle with how to introduce students to Making in a structured, accessible, and scalable way – especially when resources, space, or institutional support are limited. This workshop addresses that challenge by presenting three practical models for integrating Making into formal education: (1) a dedicated school-based Makerspace, (2) a mobile Makerspace with tools on wheels, and (3) an extracurricular Makerspace. Each model is illustrated with examples from practice and designed to accommodate different sc

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Nusen, Nusarin. "Creating a Sustainable Constructionist Society with Generative Social Field." Constructionism Conference Proceedings 8 (June 24, 2025): 445–50. https://doi.org/10.21240/constr/2025/54.x.

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Mitta Social Enterprise is an organization dedicated to expanding the impact of the Constructionism approach to education developed by Darunsikkhalai School for Innovative Learning. Currently, they are building upon this foundation by incorporating knowledge from Compassionate Systems. The DJOP Innovation 2023 project is one such initiative that implements Constructionism-based learning activities and cultivates Compassionate Systems thinking among participants. This is achieved through the creation of a generative social field for youth from 10 Juvenile Vocational Training Centers across the

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Rowbottom, Simon, Dora Brown, and Pierre Cachia. "The male gender role and men’s psychological distress: A review." Social Psychological Review 14, no. 1 (2012): 16–27. http://dx.doi.org/10.53841/bpsspr.2012.14.1.16.

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This review examines the psychological research surrounding masculinity and the attendant concepts relating to the male gender role. Its specific focus is within what has been called the ‘social learning paradigm’ (Addis & Cohane, 2005, p.637). The social learning paradigm is consistent with a social constructionist approach in that it views human behaviour as not arising from innate essentialist traits, but instead as being influenced and constructed by the interaction between the environment and the individual’s own cognitions and behaviour (Bandura & Walters, 1963). However, the rev

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Jukić Matić, Ljerka, and Sonia Abrantes Garcêz Palha. "Challenges and opportunities in applying constructionist digital games in secondary mathematics education." International Electronic Journal of Mathematics Education 20, no. 3 (2025): em0836. https://doi.org/10.29333/iejme/16400.

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The growing integration of technology into society highlights the need for educational transformation to better equip students for future challenges and the evolving labor market. Digital game-based learning (DGBL) has emerged as a promising strategy for enhancing learning using interactive digital games. This study investigates the implementation of DGBL in secondary mathematics classrooms, focusing on four digital math games grounded in a constructionist approach that enables adaptation by both teachers and students. Employing a mixed-methods research design, we collected and analyzed both q

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Morado, María Florencia, Ayelén Eva Melo, and Angela Jarman. "Learning by making: A framework to revisit practices in a constructionist learning environment." British Journal of Educational Technology 52, no. 3 (2021): 1093–115. http://dx.doi.org/10.1111/bjet.13083.

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Altin, Heilo, and Margus Pedaste. "LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION." Journal of Baltic Science Education 12, no. 3 (2013): 365–77. http://dx.doi.org/10.33225/jbse/13.12.365.

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The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most commo

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Rob, Mohammad, and Farhana Rob. "Dilemma between constructivism and constructionism." Journal of International Education in Business 11, no. 2 (2018): 273–90. http://dx.doi.org/10.1108/jieb-01-2018-0002.

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Purpose This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies. Design/methodology/approach The authors review existing literature

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Issa, Lana, and Ralf Romeike. "Empowering K-12 Students with Computational Creativity." Constructionism Conference Proceedings 8 (June 24, 2025): 109–21. https://doi.org/10.21240/constr/2025/74.x.

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Recent developments in Artificial Intelligence (AI) are not only transforming society but are also increasingly shaping educational contexts. While AI technologies offer new possibilities for rich learning experiences, there is growing consensus that students should not only use AI systems but also be able to understand and design them. Constructionist learning environments provide a promising foundation for this shift, enabling learners to engage hands-on with AI by constructing meaningful artifacts. One particularly suitable domain for this is Computational Creativity (CC), which focuses on

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CSIZMADIA, Andrew, Bernhard STANDL, and Jane WAITE. "Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities." Informatics in Education 18, no. 1 (2019): 41–67. http://dx.doi.org/10.15388/infedu.2019.03.

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Yunianto, Wahid, Houssam Sami El-Kasti, Rully Charitas Indra Prahmana, and Zsolt Lavicza. "A Constructionist Approach to Learning Computational Thinking in Mathematics Lessons." Journal of Information Technology Education: Innovations in Practice 23 (2024): 011. http://dx.doi.org/10.28945/5365.

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Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the 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. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson fea

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Kafai, Yasmin B., and Quinn Burke. "Constructionist Gaming: Understanding the Benefits of Making Games for Learning." Educational Psychologist 50, no. 4 (2015): 313–34. http://dx.doi.org/10.1080/00461520.2015.1124022.

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Clegg, J. A. "Putting people first: A social constructionist approach to learning disability." British Journal of Clinical Psychology 32, no. 4 (1993): 389–406. http://dx.doi.org/10.1111/j.2044-8260.1993.tb01074.x.

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Hancock, Oliver. "Play-based, constructionist learning of Pure Data: A case study." Journal of Music, Technology and Education 7, no. 1 (2014): 93–112. http://dx.doi.org/10.1386/jmte.7.1.93_1.

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Cocciolo, Anthony. "Constructionist learning in digital archives education: Student perceptions of effectiveness." Proceedings of the American Society for Information Science and Technology 47, no. 1 (2010): 1–4. http://dx.doi.org/10.1002/meet.14504701042.

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Berland, Matthew, Ryan S. Baker, and Paulo Blikstein. "Educational Data Mining and Learning Analytics: Applications to Constructionist Research." Technology, Knowledge and Learning 19, no. 1-2 (2014): 205–20. http://dx.doi.org/10.1007/s10758-014-9223-7.

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Mairead Holden. "Developing STEM literacy with young learners: An example of 21st century constructionist pedagogy from an Irish primary classroom." IUL Research 1, no. 2 (2020): 210–23. http://dx.doi.org/10.57568/iulres.v1i2.69.

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This paper presents a vignette, accompanied by reflections, which describe the author’s recent experience using a constructionist pedagogy, Bridge 21, as part of an exploratory 21st century STEM learning experience with a group of young learners in an Irish primary school setting. The aim of the learning experience was to develop pupil participants’ STEM Literacy, as well as enabling pupils to develop the 21st century skills of critical thinking, creativity and communication. Combining the Bridge 21 Model with playful pedagogy, pupils were facilitated to explore the concept of gravity through

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Pejović, Anđelka D. "FRAZEOLOŠKE JEDINICE IZ PERSPEKTIVE KONSTRUKCIONE GRAMATIKE." Nasledje, Kragujevac XVIII, no. 50 (2021): 341–58. http://dx.doi.org/10.46793/naskg2150.341p.

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Phraseological units have so far been primarily analyzed from a lexical-semantic, cog- nitive-linguistic, ethnolinguistic and pragmatic point of view. Recently, they have also been studied from the perspective of Construction Grammar, which considers these units as (phra- seological) constructions. While phraseological research has indicated that phraseological units are ready-made word-groups with idiomatic meaning, the constructionist approach indicates the existence of phraseological patterns or schemes; they have a unitary meaning, at least one of their constituent element is lexically spe

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Kucirkova, Natalia. "The Learning Value of Personalization in Children's Reading Recommendation Systems." International Journal of Mobile and Blended Learning 11, no. 4 (2019): 80–95. http://dx.doi.org/10.4018/ijmbl.2019100106.

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This article critically reviews the personalization logic embedded in reading recommendation systems developed for 2- to 11-year-old children and its (dis)alignment with Papert's constructionist and socio-constructionist theories of learning. It is argued that the current design fails to incorporate the computer culture that Papert envisioned for children's learning. While the personalization design focuses on child-centered design, it restricts the child's contribution to the database, minimises children's agency in shaping it and reinforces individual models of learning. The paper recommends

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