Constructionism 2012

Theory Practice and Impact

Conference Proceedings

August, 21-25, Athens Greece

http://constructionism2012.etl.ppp.uoa.gr/

 

 

 

Editors: Chronis Kynigos, James E. Clayson and Nikoleta Yiannoutsou

 

 

 

All papers have been reviewed by the international Review Committee

           


Stamatina Anastopoulou

Matthew Berland

Janete Bolite Frant

Pavel Boytchev

Karen Brennan

Anna Chronaki

James Clayson

Secundino Correia

Valentina Dagiene

Margarita Dekoli

Darina Dicheva

Micheál Ó Dúill

Wallace Feurzeig

Eirini Geraniou

Brian Harvey

Lulu Healy

Károly Farkas

Ken Kahn

Ivan Kalas

Witold Kranas           

Chronis Kynigos

Syslo Maciej

Manolis Mavrikis

Richard Noss

Ana Isabel Sacristán

Evgenia Sendova

Gary Stager

Eliza Stefanova

Peter Tomcsanyi

Ann Berger Valente

Jose Armando Valente

Michael Weigend

Niall Winters

Nikoleta Yiannoutsou


 

Published by:   The Educational Technology Lab: http://etl.ppp.uoa.gr/
Department of Pedagogy
Faculty of Philosophy, Pedagogy, Psychology
School of Philosophy
National & Kapodistrian University of Athens

Printed by:       Vivliosynergatiki S.A.

Athens 2012

ISBN 978-960-88298-4-8


Conference Chairs

Program Committee

  • Wally Feurzeig
  • Ana Isabel Sacristan
  • Jose Valente
  • Gary Stager
  • Bruce Sherin
  • Michele Wilkerson
  • Karen Brennan
  • Martina Kabatova
  • Edit Ackermann
  • Paulo Bilkstein

Local Organizing Committee

  • Nikoleta Yiannoutsou
  • Giorgos Psycharis
  • Zacharoula Smyrnaiou
  • Kostas Gavrilis
  • Stefanos Keisoglou
  • Maria Daskolia
  • Foteini Moustaki
  • Marios Xenos
  • Katerina Makri
  • Stamatina Anastopoulou

International Scientific Committee

  • Ana Isabel Sacristán (Mexico)
  • Léa Fagundes (Brazil)
  • Witold Kranas (Poland)
  • Loethe Herbert (Germany)
  • Charles Krantz (Luxembourg)
  • Luís Miguel Gomes (Portugal)
  • Carlos Fino (Portugal)
  • Márta Turcsányi-Szabó (Hungary)
  • Chronis Kynigos (Greece)
  • Matjaz Zaversnik (Slovenia)
  • David Rodrigues (Portugal)
  • Mike Doyle (UK)
  • Darina Dicheva (Bulgaria)
  • Paulo Gileno Cysneiros (Brazil)
  • Jenny Sendova (Bulgaria)
  • Richard Noss (UK)
  • Erich Neuwirth (Austria)
  • Sean Close (Ireland)
  • Farkas Károly (Hungary)
  • Secundino Correia (Portugal)
  • Gerald Futschek (Austria)
  • Sergei Soprunov (Russia)
  • Gerhard Reuteler (Liechtenstein)
  • Stathis Triantafillou (Greece)
  • Gilberte Schuyten (Belgium)
  • Ulla Wittrup (Sweden)
  • Ivan Kalas (Slovakia)
  • Valentina Dagiene (Lithuania)
  • Jaroslav Sklenar (Malta)
  • Vladimir Batagelj (Slovenia)
  • Joăo Filipe Matos (Portugal)
  • Y. Shafee Give'on (Israel)
  • José Armando Valente (Brasil)
  • Brian Harvey (USA)
  • Mitch Resnick (USA)
  • Jose Valente (Brazil)
  • Jim Clayson (France)

 

Conference Secretariat: Triaena Tours and Congress S.A., www.triaena.gr


Table of contents

Plenary Presentations

Ackermann K.E.
Programming For The Natives: What is it? What’s In It For The Kids?

1-10

Clayson J.E., Noss R.
Café philo at Constructionism 2012

11-15

Eisenberg M.
Constructionism: Changes in Technology, Changes in Purpose

16-22

Goldenberg E.P.
Constructionism and the confirmation of a reluctant constructivist
or
Why, in American mathematics education, talk of constructivism is “out,”
talk of constructionism never really happened, and it might not really matter anyway

23-32

Harvey B.
The Beauty and Joy of Computing: Computer Science for Everyone

33-39

Kynigos C.
Niches for Constructionism: forging connections for practice and theory.

40-51

Resnick M.
Mother’s Day, Warrior Cats, and Digital Fluency: Stories from the Scratch Online Community

52-58

Sherin B.
Constructionism and the new learning analytics

59-68

Panel Debates

Kynigos C., Clayson J.E.
Panel Debates: Rationale

69

Leader Wilkerson-Jerde M.
Panel - debate 1: Changing the subject

70

Leader Blikstein P.
Panel - debate 2: Segregation for ever?

71

Leader Goldenberg P.
Panel - debate 3: How do we know it when we see it?

72

Leader Valente J.
Panel- debate 4: Constructionism and Policy

73

Research Reports

Constructionist Classroom Experiences

Oldenburg R., Rabel M., Schuster J.
A Turtle’s genetic path to Object Oriented Programming

74-82

Paparistodemou E., Meletiou-Mavrotheris M.
Children’s Reasoning about Samples and Sampling in a Project-Based Learning Environment

83-93

Papademetri-Kachrimani C.
Is this Constructionism? A case of young children, mathematics and powerful ideas.

94-103

Stager S. G.
Friends of Papertian Constructionism

104-114

Worsley M., Blikstein P.
A Framework for Characterizing Changes in Student Identity during Constructionist Learning Activities

115-125

Sacristán A.I, Jiménez-Molotla J.
The Continuing Story of the Painless Trigonometry Projects: Eratosthenes’ method and the Parthenon

126-135

Zantzos I., Kynigos C.,
Differential approximation of a cylindrical helix by secondary school students

136-145

Papadopoulos I.
Nicodemus explores Egyptian fractions: A case study

146-155

Liarakou G., Daskolia M., Papanikolaou A.
Children Learning about ‘Urban Sustainability’ through Playing and Re-constructing a Half-Baked Microworld

156-165

Fuhrmann T., Greene D., Salehi S., Blikstein P.
Bifocal Biology: The Link Between Virtual and Real Experiments

166-173

Moustaki F., Kynigos C.
Meanings for 3d mathematics shaped by on-line group discussion

174-183

Markopoulos C., Alexopoulou E.
Representational systems on 3d navigation process

184-193

Daskolia M., Kynigos C.
Tinkering Creatively with Sustainability

194-203

Constructionism and the Curriculum

Campos F.
Science, Education and Technology: Robotics in the curriculum at schools in Brazil

204-210

Ó Dúill M.
Towards Turing Teaching

211-220

Skiadelli M.
Interactive Board Games in classroom

221-230

Kim K.H., Song M.H.
Building the System of Designing Own Mathematics Textbook

231-239

Ó Dúill M.
Back to the Future: Can we reverse a quarter-century of regression?

240-249

Constructionism in Teacher Education Programs

Valente J.A., Martins M.C.
Preparing Teachers to use Laptops Integrated to Curriculum Activities: the Experience of One Laptop per Student Project at Unicamp

250-259

Fessakis G., Kladogenis D., Markouzis D.
Training mixed groups of teachers and students in educational robotics using the studio pedagogical model.

260-269

Gkiolmas A., Chalkidis A., Karamanos K., Papaconstantinou M., Skordoulis C.
A Constructionist Method for Teaching Teachers about basic Properties of Complex Systems, using a NetLogo Model.

270-280

Kalogeria E., Psycharis G., Ardavani P.
Designing and modifying artifacts through actual implementation in mathematics classrooms

281-290

Anastopoulou S., Daskolia M.
Construction kits for teachers: implications for design

291-298

Informal Education (Collectives and Social Networking)

 Glezou K.
Educational online social networking in tertiary education - A teaching intervention

299-308

 Lerner M.R., Levy T.S., Wilensky U.
Social Interactions Among Modelers

309-317

 Miyata Y., Ueshiba T., Harada Y.
Cultivating Constructive Mindset in World Museum, collaboration across cultures and generations

318-327

 Levy T.S., Hirsh A.
Of particles and bikers: Junior triathletes invent drafting tactics with agent-based models

328-338

 Millner A.
Computer as Chalk: Supporting Youth as Designers of Tangible User Interfaces

339-348

Constructionist Technologies

 Kahn K., Noble H., Hjorth A., Sampaio F.F.
Three-minute Constructionist Experiences

349-358

 Feurzeig W., Horwitz P.
MultiMap: A Computational Environment for Supporting Mathematical Investigations

359-369

 Holbert N., Wilensky U.
Representational congruence: Connecting video game experiences to the design and use of formal representations

370-379

 Mavrikis M., Kahn K., Dragon T.
Constructionist Discussions With and Around Microworld Referable Objects

380-384

 Olivera M., Sacristán A., I.,
An Online Setting for Exploring, Constructing, Sharing and Learning Mathematical Ideas

385-394

Educational Robotics

 Przybylla M., Romeike R.
My Interactive Garden – A Constructionist Approach to Creative Learning with Interactive Installations in Computing Education

395-404

 Arlegui J., Moro M., Pina A.
How to enhance the robotic experience with Scratch

405-414

 Verner I., Cuperman D.
The Symbiosis of Design and Inquiry-Based Learning in Creating Robotic Models of Biological Systems

415-424

Constructionist Competences in the 21st Century

 Wilkerson-Jerde M.H., Maldonis J.
Toward A Data Expression Toolkit: Identifying the Elements of Dynamic Representational Competence in Young Learners

425-434

Learning Processes and Concepts

 Urrea - Giraldo C., Badilla-Saxe E., Miranda-Garnier X., Barrantes-Acuña, D.
Make to Think: Ideas, Spaces and Tools

435-446

 Ó Dúill M.,
The Technicity Thesis: a constructionist proposition

447-457

 Latsi M., Kynigos C.
Gestures as a tool of semiotic mediation in 3d turtle geometry environment

458-467

 Abdu R., Schwarz B.
“Metafora” and the fostering of collaborative mathematical problem solving

468-479

 Simou P.
Drama in Education and Constructionism

480-489

 Yiannoutsou N., Mavrikis M.
Learning how to learn with microworlds: feedback evaluation and help seeking

490-499

 Portocarrero E.
Designing Tools for Creative Learning

500-509

Epistemology in terms of Constructionist Theory

 Psycharis G., Morgan C.
Networking constructionism and social semiotics in order to investigate students’ bodily engagement with tasks in three-dimensional space

510-519

Demonstration of Constructionist Media

 Athanasiadis C., Antoniou A., Salonikidis I., Klonari A.,
Using Virtual Globes and GIS in Digital Geography Textbooks

520-524

 Benacka J.
Supersonicman – an informatics x physics project

525-529

 Geraniou E., Mavrikis M., Gutierrez-Santos S., Poulovassilis A.
Teacher Assistance Tools for the Constructionist Classroom

530-534

 Hjorth A. Wilensky U.
Acting like a Turtle: A NetLogo Kinect Extension

535-539

 Lerner R.M., Levy S.T., Wilensky U.
Modeling Commons

540-543

 Rojano T., Abreu J.L.
Dialogs with Prometheus: Intelligent support for teaching mathematics

544-548

 Wagh A., Wilensky U.
Evolution in Blocks: Building Models of Evolution using Blocks

549-554

 Weintrop D., Wilensky U.
RoboBuilder: A Program-to-Play Constructionist Video Game

555-559

Best Practice Reports

 Bonilla J., Sacristán A.I,
Logo-based activities for learning counting for children with Down syndrome

560-564

Cho H. H., Lee J.Y., Song M.H.
Construction and Design Activities through Logo based 3D Microworld

565-569

 Chehlarova T., Sendova E., Stefanova E.
Dynamic tessellations in support of the inquiry-based learning of mathematics and arts

570-574

 d'Abreu J. V. V. , Bastos L.B., Giachetto G.F.A.O.
EDUCATIONAL ROBOTICS IN One Laptop per Student – UCA Project

575-579

Dagdidelis V.
Teaching how to teach how to teach programming

580-585

Dagiene V., Jasute E.
Constructionist learning of geometry

586-596

Danahy E., Hynes M., Ronen A.
Design Compass: Facilitating metacognition in construction activities in K-16 classrooms

597-601

Farkas K., Csink L.
Greek Salad instead of Spinach or Playful Informatics

602-609

Isarasena P., Tutiyaphuengprasert N., Sipitakiat A.
Growing Under Pressure: A Thai School Learning How to Prosper While being Different

610-614

Kouletsi E.
Exploring the cone through a half-baked microworld

615-619

Mioduser D., Kuperman A.E., Levy T.S.
Design and Learning (D&L) in the Kindergarten

620-624

 Smyrnaiou Z., Moustaki F.
Creating motion models by manipulating parameters that correspond to scientific conventions

625-629

 Spathis M., Kouletsi E.
The necessity of the tangent

630-634

 Tempel M.
Constructionism in the Oilfield

635-639

 Tzoumerkas J., Petropoulou V.
Literamovie – creativity in multilingual and multimedia e-editions of classic texts

640-644

 Weintrop D., Holbert N., Wilensky U., Horn M.
Redefining Constructionist Video Games: Marrying Constructionism and Video Game Design

645-649

Poster Presentations

Anastopoulou S., Daskolia M., Rozaki M.
“Neighborhoods”: Engaging students into inquiring about their local communities from a place-based perspective

650

Deveraki M., Xenos M., Daskolia M.
Representations of Students’ Experience of their Local Environment in their Constructions of Digital Games

651

Drechsler M.
Knowledge building on line. A new way of training for the primary teachers?

652

 Glezou K.,
Science simulation development with Scratch

653

 Gounari N., Daskolia M., Flogaitis E.
Use of an Exploratory Software for Teaching and Learning about Environmental Issues

654

Mitropoulou V., Argyropoulos N., Vasiliou V., Gikas A. et al.
Constructivism embedded in the digital activities of the eBooks of Religion for Secondary Education

655

Moustaki F., Economakou K., Diamantidis D., Kaitsoti A.
Collaborative meaning generation processes while interacting with a 3d turtle geometry microworld

656

Ortiz – Moreno A., Pretelín-Ricárdez A., Luviano-Juárez A.
Simulator for Learning Robotics Topics in Xbox Consoles

657

Papademetri-Kachrimani C., Louca L.L.
Mapping Modeling-based Learning in Early Childhood Education

658

Papanikolaou D.
Smart Cities Workshop

659-660

Parthenis C, Tseliou E.
THE PROGRAM: “EDUCATION FOR ROMA CHILDREN”. Description of its actions and perspectives of further development

661-662

Shiakalli M.A., Papademetri-Kachrimani C., Zacharos K.
Mapping Problem-Solving in Early Childhood Education through Problems Involving Construction

663

Smyrnaiou Z., Tsigaridis K., Varypati E., Evripidou R., Chantzaras T., Dimas J., Tsoutsou E.
Playing Games on-line and at the schoolyard for generating meanings on Science

664

Smyrnaiou Z., Moustaki F., Xenos M.
Using the “D-stage” Kit to develop 2d Science Microworlds

665

Tsakonas P., Petsos A., Toukiloglou P, Saridaki A., Christopoulou E., Paliouras A., Jimoyiannis A.
Supporting students’ construction of programming mental models with e-books: The case of Computer Science e-book

666-667

Tsouma E., Daskolia M.
Students’ Collective Creativity while Co-Constructing Digital Games on the Idea of Sustainable City

668

Xenos M.
Artificial Intelligence Supporting Collaborative Constructionist Activities in Environmental Education

669

Zantzos I.
Using MaLT for restructuring the approach of curves in secondary education

670

Exarchou E., Klonari A.
Using a social bookmarking system to enhance the environmental and geographical learning of secondary students. A pre-study review

671

Workshops

Benacka J.
3D in Excel

672-674

Bratitsis T., Fachantidis N.
The RoboScratch Theatre: Constructing knowledge with Lego Mindstorms and Scratch through artistic activities

675-677

Dagiene V., Futschek G.
Knowledge construction in the Bebras problem solving contest

678-680

Harvey B.,
The Snap! Programming Language

681

Kynigos C., Yiannoutsou N, Moustaki F., Xenos M., Anastopoulou S.
Constructing microworlds with E-Slate.

682

Psycharis G., Latsi M., Moustaki F., Zantzos I.
3d Math: creating and dynamically manipulating 3d geometrical figures

683-685

Resnick M.
Explore the Next Generation of Scratch

686

Yiannoutsou N., Moustaki F., Xenos M., Mavrikis M., Abdu R.
Metafora: Learning to learn together during explorations with microworlds

687

Author index

688


 

Preface

Constructionism 2012 in Athens carried on the tradition of the bi-annual meetings of the Eurologo community in Dublin (1987), Gent (1989), Parma (1991), Anavissos (1993), Birmingham (1995), Budapest (1997), Sofia (1999), Linz (2001), Porto (2003), Warsaw (2005) and Bratislava (2007) and Paris (2010). Our highly successful meeting in Paris in 2010 was characterized by the change in our title to 'Constructionism' in order to delineate our head - on addressing of and reflection on our constructionist epistemology on learning and using Logo-like digital systems.

It was also remembered for the broadening of learning domains from mathematics and programming to the arts. Permeating our discussions was the feeling that in 2012, it is time to look at and to question Constructionism in the future, to discuss the associated learning theory in a world where connections and integration is sought in a landscape of fragmented theoretical frameworks and constructs. What has constructionist learning theory to offer in our understanding of how and what we learn? It was felt that it is equally time to reconsider constructionism as a theory of pedagogical design and practice.

In a world where educational reforms and wide scale initiatives are becoming more pertinent and where curriculum materials and management systems crop up at unprecedented scale, availability and variety, how can constructionists have an impact? How can we make use of new media and how can we describe our designs and our practices to be convincing and relevant? The theme of our 2012 conference, 'Theory, Practice and Impact' was thus meant to reflect our on-going discussions and provide challenge for our meeting in Athens which we hope you all enjoyed.

 

CONFERENCE CHAIRS
Prof. Chronis Kynigos
Prof. James Clayson