Constructionism is a theory that focuses on encouraging students to actively engage in an activity. It takes students beyond simple vocabulary and builds creativity, design thinking, computational thinking, collaboration and motivation (Donaldson, 2014; Martinez & Stager, 2014).
In classes, we engaged with constructionism in creating devices that could systematically water a plant. It involved a Micro:Bit, connected to a computer, which then coded the motor in the device we created. The device would activate when the soil in the plant became too dry. This activity was a fantastic way of encouraging creativity as it was challenging and rewarding to solve problems as they arose.
CC by Lachlan Shanks
This kind of activity aligns with curriculum outcomes ST3-2DP-T and ST3-3DP-T in the Science and Technology Syllabus. Students learn how to use materials and tools to develop creative solutions to problems.
The video below provides an outstanding insight into the Maker Movement, and the influence it can have on education (SBS ‘The Feed’, 2017). The movement is all about empowering student creativity in ways that go beyond theoretical drawings (Martinez & Stager, 2014; SBS, 2017). Students are provided with real materials to manipulate and animate to create incredible things. Creativity is unbridled in children, and the Maker Movement, alongside the principles of constructionism, allows this creativity to blossom (Donaldson, 2014). The future of technological education is centred in these principles.
(SBS, 2017)
A lack of resources is one of the key limitations to constructionism and the Maker Movement. Some schools may not be in a position financially to afford the materials required to engage in these tasks. For example, a school may not be able to purchase Micro:Bits for an entire class. In response to this, a school could ‘rent’ these materials from a university or a technological company. Otherwise, the usefulness of Micro:Bits in the classroom can also be limited due to the confusing nature of the technology. There are aspects of coding that university students have struggled with in tutorials. If a teacher were to implement technologies such as Micro:Bits into their class, they would have to educate themselves on how to use the devices.
In conclusion, constructionism can be a valuable way of fostering student creativity in schools, specifically in relation to digital technologies. As has been outlined, students experience greater levels of motivation and engagement when they are able to practically manipulate items in response to a problem.
References:
Donaldson, J. P. (2014). The Maker Movement and the Rebirth of Constructionism. Hybrid Pedagogy. http://www.hybridpedagogy.com/journal/constructionism-reborn/
Martinez, S., & Stager, G. (2014). The maker movement: A learning revolution. Learning & Leading with Technology, 41(7), 12-17
NSW Education Standards Authority (2017). Science and Technology K-6 Syllabus.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
SBS ‘The Feed’. (2017, May 1). Maker Movement: It’s about creating rather than consuming - The Feed [Video]. YouTube. https://www.youtube.com/watch?v=I_WQOqKldm4
Hi Lachlan, I really enjoyed reading your final blog post! I especially liked your mention in the beginning of constructionism being a combination of constructed knowledge inclusive of pretty much most of the concepts we've covered so far in our tutorials. I also agree with your mention of the limitations that educators may come face to face with when using micro:bits, it can be confusing if there is no pre-existing knowledge of coding but teachers must ensure they are knowledgeable in its use and teaching methods are adjusted to scaffold students that may struggle to understand.
Thank you,
12/04/23