Beats Biblionetz - Begriffe: Konstruktionismus

Konstruktionismus, constructionism

Put simply, this means that children learn most effectively when they are doing things rather than just sitting and listening.

von Bryan Appleyard im Text Why Microsoft and Intel tried to kill the XO $100 laptop (2008)

Constructionism is an approach to learning that emphasizes the production of public artifacts as a way of engaging with and learning about the world. From its roots in the logo programming language for children, to its inspiration of projects like One Laptop Per Child (OLPC), constructionism has had a profound effect on the way many researchers think about technology and education.

von Andrea Forte, Amy Bruckman im Konferenz-Band WikiSym 2007 (2007) im Text Constructing Text

Constructionism involves two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experiences in the world. (This idea is based on the constructivist theories of Jean Plaget.) To this, constructionism adds the idea that people construct new knowledge with particular effectiveness when they are engaged in constructing products that are personally meaningful. They might be constructing sand casdes, LEGO machines, or computer programs. What's important is that they are actively engaged in creating something that is meaningful to themselves or to others around them.

von Mitchel Resnick im Buch Turtles, Termites, and Traffic Jams (1994) im Text Constructions auf Seite 23

The term "constructionism" first coined by Seymour Papert, involves two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experiences in the world. (This idea is based on the theories of Jean Piaget.) To this, constructionism adds the idea that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products. They might be constructing sand castles, LEGO machines, computer programs, or virtual objects. What's important is that they are actively engaged in creating something that is meaningful to themselves and to others around them.

von Amy Bruckman, Mitchel Resnick im Buch Constructionism in Practice im Text The MediaMOO Project (1995)

Seymour Papert entwickelte die Vorstellung vom "Konstruktionistischen Lernen" Paperts Ansatz basiert auf dem Verständnis des Konstruktivismus, das Lernen als aktiven Aufbau von Wissensstrukturen begreift. Wissen wird durch die Lernenden hergestellt, nicht von den Lehrenden vermittelt. Mit dem Konstruktionismus wird dies erweitert um die Vorstellung, dass dieser Aufbau von Wissensstrukturen dann besonders gut gelingen kann, wenn die Lernenden selbst etwas herstellen, konstruieren, ein äußerlich sichtbares, wahrnehmbares Objekt. Diese Objekte bezeichnet Papert als "Objects-to-think-with" Kinder sind dabei als aktive, ihr Lernen selbst organisierende und konstruierende Subjekte zu verstehen.

von Heidi Schelhowe im Buch Technologie, Imagination und Lernen (2007) im Text Lernkulturen auf Seite 124

Constructionism [Papert, 1991] is both a theory of learning and a strategy for education. Constructionism is based on two types of "construction." First, it asserts that learning is an active process, in which people actively construct knowledge from their experiences in the world. People don't get ideas; they make them. (This idea is based on the constructivist theories of Jean Piaget.) To this, constructionism adds the idea that people construct new knowledge with particular effectiveness when they are engaged in constructing personally-meaningful products. They might be constructing sand castles, poems, LEG0 machines [Resnick, 1993], or computer programs [Harel, 1991; Kafai, 1995]. What's important is that they are actively engaged in creating something that is meaningful to themselves or to others around them.

von Mitchel Resnick im Text Distributed Constructionism (1996)

Constructionism as a way of thinking about education carries with it an ideology of empowerment and choice. Ideally, learners choose what it is they want to do and learn through the process of engaging in open-ended, unstructured, playful but productive construction activities.

von Andrea Forte, Amy Bruckman im Konferenz-Band WikiSym 2007 (2007) im Text Constructing Text

Educational designers cannot and should not control exactly what or when or how students will learn. The point is not to make a precise blueprint. Rather, practitioners of constructional design can only create "spaces" of possible activities and experiences. What we can do as constructional designers is to try to make those spaces dense with personal and epistemological connections-making it more likely for learners to find regions that are both appealing and intellectually interesting.

von Mitchel Resnick, Amy Bruckman, Fred Martin im Text Pianos, not Stereos (1996)

The constructionist approach goes beyond hands-on in a variety of ways. In constructionist activities, students do not simply manipulate physical objects, they constmct personally meaningful products. It is easy to see how 'constructing" is better than merely "manipulating": children are sure to learn more by buildmg and programming their own robots rather than manipulating store-bought, fully assembled robots. But there is a deeper point here. Children are likely to become intellectually engaged only if they are constructing personally meaningful things. When students design and construct products that are meaningful to themselves (or to others around them), they tend to approach their work with a sense of caring and interest that is missing in most school activities. In doing so, students are more likely to explore, and to make deep "connections" with, the mathematical and scientific concepts that underlie the activities. Building and programming a merry-go-round is based on the same underlying principles as building and programming a classic robot - but for a child who cares more about merry-go-rounds than robots, the merry-go-round project offers a much richer learning experience.

von Mitchel Resnick im Buch Turtles, Termites, and Traffic Jams (1994) im Text Constructions

Verwandte Begriffe
(Cozitation)

Media Lab (MIT), LOGO (Programmiersprache), StarLogo, LEGO Mindstorms, microworld

Fred
Martin

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Diese Grafik fensterfüllend anzeigen als Pixelgrafik (PNG) Vektorgrafik (SVG)

Diese Grafik durch statische Grafik ersetzen

Diese Grafik fensterfüllend anzeigen als Pixelgrafik (PNG) Vektorgrafik (SVG)

Piaget’s Constructivism, Papert’s Constructionism - What’s the difference? (Edith Ackermann)
Ghost in the Machine - Seymour Papert on How Computers Fundamentally Change the Way Kids Learn (Interview) (Seymour Papert, Dietrich Schwanitz )
Computers as Mindtools for Engaging Critical Thinking and Representing Knowledge (David H. Jonassen)
Doing IT differently - Digital pedagogy for digital learning (Johannes C Cronjé)
Why School Reform Is Impossible - Seymour Papert
Constructionism (Idit Harel, Seymour Papert) (1990)
- 1. Situating Constructionism (Seymour Papert, Idit Harel)
Revolution des Lernens (Seymour Papert) (1993)
- 7. Instruktionismus versus Konstruktionismus
Turtles, Termites, and Traffic Jams (Mitchel Resnick) (1994)
- 2. Constructions
MOOSE Crossing (Amy Bruckman) (1994)
- 6. Constructionist Culture
Information und Lernen mit Multimedia (Ludwig J. Issing, Paul Klimsa) (1995)
- 20. Besseres Lernen durch Computer in der Schule? (Heike Schaumburg)
Total Digital - Die Welt zwischen 0 und 1 oder Die Zukunft der Kommunikation (Nicholas Negroponte) (1995)
Grundlagen hypermedialer Lernsysteme (Rolf Schulmeister) (1996)
- 3. Theorien des Lernens
Distributed Constructionism (Mitchel Resnick) (1996)
Pianos, not Stereos - Creating computational construction kits (Mitchel Resnick, Amy Bruckman, Fred Martin) (1996)
Constructionism in Practice (Yasmin B. Kafai, Mitchel Resnick) (1996)
- Introduction
- 9. The MediaMOO Project (Amy Bruckman, Mitchel Resnick) (1995)
Computers as Mindtools for Engaging Learners in Critical Thinking (David H. Jonassen, Chad Carr, Hsiu-Ping Yueh) (1998)
Internet in der Grundschule (Stephan Wöckel) (2002)
- 3. Zum Spektrum der pädagogischen Diskussion und Forschung
Didaktisches Interaktions- und Informationsdesign - Systematische modellgeleitete Gestaltung von virtuellen Studienlandschaften (Hilko Donker) (2002)
Medienkompetenz (Harald Gapski) (2002)
- Medienkompetenz als Schlüsselqualifikation (Peter Glotz)
Learning to Solve Problems with Technology (2nd ed.) (David H. Jonassen, Jane Howland, Joi Moore, Rose M. Marra) (2003)
- 3. Learning From the Internet (Jane Howland, David H. Jonassen, Rose M. Marra, Joi Moore )
Theory of Computation as a Vehicle for Teaching Fundamental Concepts of Computer Science (Raimond Reichert) (2003)
- 2. Theory of Computation as a Vehicle for Teaching Programming
Wirkungen und Wirksamkeit neuer Medien (Reinhard Keil, Michael Kerres) (2003)
- Technik als Denkzeug (Reinhard Keil)
Creative Coding - Programming for Personal Expression (Kylie A. Peppler, Yasmin B. Kafai) (2005)
DeLFI 2005 (2005)
- Lüüd liehrn tohoop schrieven (Thomas Bopp, Thorsten Hampel, Silke Vitt)
The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer) (2006)
- 3. Constructionism (Yasmin B. Kafai)
Technologie, Imagination und Lernen (Heidi Schelhowe) (2007)
- 4. Lernkulturen
- 5. Bildung durch das Medium
eUniversity - Update Bologna (Reinhard Keil, Michael Kerres, Rolf Schulmeister) (2007)
- Wissensarbeit in lernenden Organisationen (Reinhard Keil)
WikiSym 2007 (2007)
- Constructing Text (Andrea Forte, Amy Bruckman)
Interesse wecken und Grundkenntnisse vermitteln (Marco Thomas, Michael Weigend) (2008)
- Informatik und Verkehr (Michael Weigend)
EdMedia 2008 (2008)
- Understanding Digital Media by Constructing Intelligent Artefacts (Nadine Dittert, Katharina Dittmann, Torsten Grüter, Anja Kümmel, Anja Osterloh, Milena Reichel, Heidi Schelhowe, Gerald Volkmann, Isabel Zorn)
Why Microsoft and Intel tried to kill the XO $100 laptop (Bryan Appleyard) (2008)
Ein Laptop für jedes Kind (OLPC) (2009)
- Laptops statt Schulranzen (Joachim Wedekind, Bernhard Koerber)
- Pädagogische Konzepte versus Hardware (Richard Heinen, Joachim Wedekind)
INFOS 2009 (Bernhard Koerber) (2009)
- Algorithmik in der Grundschule (Michael Weigend)

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Konstruktionismus

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