Abdu R., Schwarz B. |
|
|
“Metafora” and the fostering of collaborative mathematical
problem solving |
468-479 |
Research Report |
Ackermann K.E. |
|
|
Programming For The Natives: What is it? What’s In It For The
Kids? |
1-10 |
Plenary Presentation |
Anastopoulou S., Daskolia M. |
|
|
Construction kits for teachers: implications for design |
291-298 |
Research Report |
Anastopoulou S., Daskolia M., Rozaki M. |
|
|
“Neighborhoods”: Engaging students into inquiring about their
local communities from a place-based perspective. |
650 |
Poster Presentation |
Arlegui J., Moro M., Pina A. |
|
|
How to enhance the robotic experience with Scratch |
405-414 |
Research Report |
Athanasiadis C., Antoniou A., Salonikidis I.,
Klonari A., |
|
|
Using Virtual Globes and GIS in Digital Geography Textbooks |
520-524 |
Demonstration of constructionist media |
Benacka J. |
|
|
Supersonicman – an informatics x physics project |
525-529 |
Demonstration of constructionist media |
Benacka J. |
|
|
3D in Excel |
672-674 |
Workshop Proposal |
Blikstein P. (Panel Leader) |
|
|
Panel - debate 2: Segregation for ever? |
71 |
Panel Discussion |
Bonilla J., Sacristán A.I, |
|
|
Logo-based activities for learning counting for children with
Down syndrome |
560-564 |
Best Practice Report |
Bratitsis T., Fachantidis N. |
|
|
The RoboScratch Theatre: Constructing knowledge with Lego
Mindstorms and Scratch through artistic activities |
675-677 |
Workshop Proposal |
Campos F. |
|
|
Science, Education and Technology: Robotics in the curriculum at
schools in Brazil |
204-210 |
Research Report |
Chehlarova T., Sendova E., Stefanova E. |
|
|
Dynamic tessellations in support of the inquiry-based learning
of mathematics and arts |
570-574 |
Best Practice Report |
Cho H. H., Lee J.Y., Song M.H. |
|
|
Construction and Design Activities through Logo based 3D
Microworld |
565-569 |
Best Practice Report |
Clayson J.E., Noss R. |
|
|
Café philo at Constructionism 2012 |
11-15 |
Plenary Presentation |
d'Abreu J. V. V. , Bastos L.B., Giachetto
G.F.A.O. |
|
|
EDUCATIONAL ROBOTICS IN One Laptop per Student – UCA Project |
575-579 |
Best Practice Report |
Dagdidelis V. |
|
|
Teaching how to teach how to teach programming |
580-585 |
Best Practice Report |
Dagiene V., Futschek G. |
|
|
Knowledge construction in the Bebras problem solving contest |
678-680 |
Workshop Proposal |
Dagiene V., Jasute E. |
|
|
Constructionist learning of geometry |
586-596 |
Best Practice Report |
Danahy E., Hynes M., Ronen A. |
|
|
Design Compass: Facilitating metacognition in construction
activities in K-16 classrooms |
597-601 |
Best Practice Report |
Daskolia M., Kynigos C. |
|
|
Tinkering Creatively with Sustainability |
194-203 |
Research Report |
Deveraki M., Xenos M., Daskolia M. |
|
|
Representations of Students’ Experience of their Local
Environment in their Constructions of Digital Games |
651 |
Poster Presentation |
Drechsler M. |
|
|
Knowledge building on line. A new way of training for the
primary teachers? |
652 |
Poster Presentation |
Eisenberg M. |
|
|
Constructionism: Changes in Technology, Changes in Purpose |
16-22 |
Plenary Presentation |
Exarchou E., Klonari A. |
|
|
Using a social bookmarking system to enhance the environmental
and geographical learning of secondary students. A pre-study
review |
671 |
Poster Presentation |
Farkas K., Csink L. |
|
|
Greek Salad instead of Spinach or Playful Informatics |
602-609 |
Best Practice Report |
Fessakis G., Kladogenis D., Markouzis D. |
|
|
Training mixed groups of teachers and students in educational
robotics using the studio pedagogical model. |
260-269 |
Research Report |
Feurzeig W., Horwitz P. |
|
|
MultiMap: A Computational Environment for Supporting
Mathematical Investigations |
359-369 |
Research Report |
Fuhrmann T., Greene D., Salehi S., Blikstein
P. |
|
|
Bifocal Biology: The Link Between Virtual and Real Experiments |
166-173 |
Research Report |
Geraniou E., Mavrikis M., Gutierrez-Santos S.,
Poulovassilis A. |
|
|
Teacher Assistance Tools for the Constructionist Classroom |
530-534 |
Demonstration of constructionist media |
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 |
Research Report |
Glezou K. |
|
|
Educational online social networking in tertiary education - A
teaching intervention |
299-308 |
Research Report |
Glezou K. |
|
|
Science simulation development with Scratch |
653 |
Poster Presentation |
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 really matter anyway |
23-32 |
Plenary Presentation |
Goldenberg P. (Panel Leader) |
|
|
Panel - debate 3: How do we know it when we see it? |
72 |
Panel Discussion |
Gounari N., Daskolia M., Flogaitis E. |
|
|
Use of an Exploratory Software for Teaching and Learning about
Environmental Issues |
654 |
Poster Presentation |
Harvey B. |
|
|
The Beauty and Joy of Computing: Computer Science for Everyone |
33-39 |
Plenary Presentation |
Harvey B. |
|
|
The Snap! Programming Language |
681 |
Workshop Proposal |
Hjorth A. Wilensky U. |
|
|
Acting like a Turtle: A NetLogo Kinect Extension |
535-539 |
Demonstration of constructionist media |
Holbert N., Wilensky U. |
|
|
Representational congruence: Connecting video game experiences
to the design and use of formal representations |
370-379 |
Research Report |
Isarasena P., Tutiyaphuengprasert N.,
Sipitakiat A. |
|
|
Growing Under Pressure: A Thai School Learning How to Prosper
While being Different |
610-614 |
Best Practice Report |
Kahn K., Noble H., Hjorth A., Sampaio F.F. |
|
|
Three-minute Constructionist Experiences |
349-358 |
Research Report |
Kalogeria E., Psycharis G., Ardavani P. |
|
|
Designing and modifying artifacts through actual implementation
in mathematics classrooms |
281-290 |
Research Report |
Kim K.H., Song M.H. |
|
|
Building the System of Designing Own Mathematics Textbook |
231-239 |
Research Report |
Kouletsi E. |
|
|
Exploring the cone through a half-baked microworld |
615-619 |
Best Practice Report |
Kynigos C. |
|
|
Niches for Constructionism: forging connections for practice and
theory |
40-51 |
Plenary Presentation |
Kynigos C., Clayson J.E. |
|
|
Panel Debates: Rationale |
69 |
Panel Discussion |
Kynigos C., Yiannoutsou N, Moustaki F., Xenos
M., Anastopoulou S. |
|
|
Constructing microworlds with E-Slate |
682 |
Workshop Proposal |
Latsi M., Kynigos C. |
|
|
Gestures as a tool of semiotic mediation in 3d turtle geometry
environment |
458-467 |
Research Report |
Lerner M.R., Levy T.S., Wilensky U. |
|
|
Social Interactions Among Modelers |
309-317 |
Research Report |
Lerner R.M., Levy S.T., Wilensky U. |
|
|
Modeling Commons |
540-543 |
Demonstration of constructionist media |
Levy T.S., Hirsh A. |
|
|
Of particles and bikers: Junior triathletes invent drafting
tactics with agent-based models |
328-338 |
Research Report |
Liarakou G., Daskolia M., Papanikolaou A. |
|
|
Children Learning about ‘Urban Sustainability’ through Playing
and Re-constructing a Half-Baked Microworld |
156-165 |
Research Report |
Markopoulos C., Alexopoulou E. |
|
|
Representational systems on 3d navigation process |
184-193 |
Research Report |
Mavrikis M., Kahn K., Dragon T. |
|
|
Constructionist Discussions With and Around Microworld Referable
Objects |
380-384 |
Research Report |
Millner A. |
|
|
Computer as Chalk: Supporting Youth as Designers of Tangible
User Interfaces |
339-348 |
Research Report |
Mioduser D., Kuperman A.E., Levy T.S. |
|
|
Design and Learning (D&L) in the Kindergarten |
620-624 |
Best Practice Report |
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 |
Poster Presentation |
Miyata Y., Ueshiba T., Harada Y. |
|
|
Cultivating Constructive Mindset in World Museum, collaboration
across cultures and generations |
318-327 |
Research Report |
Moustaki F., Economakou K., Diamantidis D.,
Kaitsoti A. |
|
|
Collaborative meaning generation processes while interacting
with a 3d turtle geometry microworld |
656 |
Poster Presentation |
Moustaki F., Kynigos C. |
|
|
Meanings for 3d mathematics shaped by on-line group discussion |
174-183 |
Research Report |
Ó Dúill M. |
|
|
Towards Turing Teaching |
211-220 |
Research Report |
Ó Dúill M. |
|
|
Back to the Future: Can we reverse a quarter-century of
regression? |
240-249 |
Research Report |
Ó Dúill M. |
|
|
The Technicity Thesis: a constructionist proposition |
447-457 |
Research Report |
Oldenburg R., Rabel M., Schuster J. |
|
|
A Turtle’s genetic path to Object Oriented Programming |
74-82 |
Research Report |
Olivera M., Sacristán A., I., |
|
|
An Online Setting for Exploring, Constructing, Sharing and
Learning Mathematical Ideas |
385-394 |
Research Report |
Ortiz – Moreno A., Pretelín-Ricárdez A.,
Luviano-Juárez A. |
|
|
Simulator for Learning Robotics Topics in Xbox Consoles |
657 |
Poster Presentation |
Papademetri-Kachrimani C. |
|
|
Is this Constructionism? A case of young children, mathematics
and powerful ideas. |
94-103 |
Research Report |
Papademetri-Kachrimani C., Louca L.L. |
|
|
Mapping Modeling-based Learning in Early Childhood Education |
658 |
Poster Presentation |
Papadopoulos I. |
|
|
Nicodemus explores Egyptian fractions: A case study |
146-155 |
Research Report |
Papanikolaou D. |
|
|
Smart Cities Workshop |
659-660 |
Poster Presentation |
Paparistodemou E., Meletiou-Mavrotheris M. |
|
|
Children’s Reasoning about Samples and Sampling in a
Project-Based Learning Environment |
83-93 |
Research Report |
Parthenis C, Tseliou E. |
|
|
THE PROGRAM: “EDUCATION FOR ROMA CHILDREN”. Description of its
actions and perspectives of further development |
661-662 |
Poster Presentation |
Portocarrero E. |
|
|
Designing Tools for Creative Learning |
500-509 |
Research Report |
Przybylla M., Romeike R. |
|
|
My Interactive Garden – A Constructionist Approach to Creative
Learning with Interactive Installations in Computing Education |
395-404 |
Research Report |
Psycharis G., Latsi M., Moustaki F., Zantzos
I. |
|
|
3d Math: creating and dynamically manipulating 3d geometrical
figures |
683-685 |
Workshop Proposal |
Psycharis G., Morgan C. |
|
|
Networking constructionism and social semiotics in order to
investigate students’ bodily engagement with tasks in
three-dimensional space |
510-519 |
Research Report |
Resnick M. |
|
|
Mother’s Day, Warrior Cats, and Digital Fluency: Stories from
the Scratch Online Community |
52-58 |
Plenary Presentation |
Resnick M. |
|
|
Explore the Next Generation of Scratch |
686 |
Workshop Proposal |
Rojano T., Abreu J.L. |
|
|
Dialogs with Prometheus: Intelligent support for teaching
mathematics |
544-548 |
Demonstration of constructionist media |
Sacristán A.I, Jiménez-Molotla J. |
|
|
The Continuing Story of the Painless Trigonometry Projects:
Eratosthenes’ method and the Parthenon |
126-135 |
Research Report |
Sherin B. |
|
|
Constructionism and the new learning analytics |
59-68 |
Plenary Presentation |
Shiakalli M.A., Papademetri-Kachrimani C.,
Zacharos K. |
|
|
Mapping Problem-Solving in Early Childhood Education through
Problems Involving Construction |
663 |
Poster Presentation |
Simou P. |
|
|
Drama in Education and Constructionism |
480-489 |
Research Report |
Skiadelli M. |
|
|
Interactive Board Games in classroom |
221-230 |
Research Report |
Smyrnaiou Z., Moustaki F. |
|
|
Creating motion models by manipulating parameters that
correspond to scientific conventions |
625-629 |
Best Practice Report |
Smyrnaiou Z., Moustaki F., Xenos M. |
|
|
Using the “D-stage” Kit to develop 2d Science Microworlds |
665 |
Poster Presentation |
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 |
Poster Presentation |
Spathis M., Kouletsi E. |
|
|
The necessity of the tangent |
630-634 |
Best Practice Report |
Stager S. G. |
|
|
Friends of Papertian Constructionism |
104-114 |
Research Report |
Tempel M. |
|
|
Constructionism in the Oilfield |
635-639 |
Best Practice Report |
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 |
Poster Presentation |
Tsouma E., Daskolia M. |
|
|
Students’ Collective Creativity while Co-Constructing Digital
Games on the Idea of Sustainable City |
668 |
Poster Presentation |
Tzoumerkas J., Petropoulou V. |
|
|
Literamovie – creativity in multilingual and multimedia
e-editions of classic texts |
640-644 |
Best Practice Report |
Urrea - Giraldo C., Badilla-Saxe E., Miranda-Garnier
X., Barrantes-Acuña, D. |
|
|
Make to Think: Ideas, Spaces and Tools |
435-446 |
Research Report |
Valente J. (Panel Leader) |
|
|
Panel- debate 4: Constructionism and Policy |
73 |
Panel Discussion |
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 |
Research Report |
Verner I., Cuperman D. |
|
|
The Symbiosis of Design and Inquiry-Based Learning in Creating
Robotic Models of Biological Systems |
415-424 |
Research Report |
Wagh A., Wilensky U. |
|
|
Evolution in Blocks: Building Models of Evolution using Blocks |
549-554 |
Demonstration of constructionist media |
Weintrop D., Holbert N., Wilensky U., Horn M. |
|
|
Redefining Constructionist Video Games: Marrying Constructionism
and Video Game Design |
645-649 |
Best Practice Report |
Weintrop D., Wilensky U. |
|
|
RoboBuilder: A Program-to-Play Constructionist Video Game |
555-559 |
Demonstration of constructionist media |
Wilkerson-Jerde M.H., Maldonis J. |
|
|
Toward A Data Expression Toolkit: Identifying the Elements of
Dynamic Representational Competence in Young Learners |
425-434 |
Research Report |
Wilkerson-Jerde M. (Panel Leader) |
|
|
Panel - debate 1: Changing the subject |
70 |
Panel Discussion |
Worsley M., Blikstein P. |
|
|
A Framework for Characterizing Changes in Student Identity
during Constructionist Learning Activities |
115-125 |
Research Report |
Xenos M. |
|
|
Artificial Intelligence Supporting Collaborative Constructionist
Activities in Environmental Education |
669 |
Poster Presentation |
Yiannoutsou N., Mavrikis M. |
|
|
Learning how to learn with microworlds: feedback evaluation and
help seeking |
490-499 |
Research Report |
Yiannoutsou N., Moustaki F., Xenos M.,
Mavrikis M., Abdu R. |
|
|
Metafora: Learning to learn together during explorations with
microworlds |
687 |
Workshop Proposal |
Zantzos I. |
|
|
Using MaLT for restructuring the approach of curves in secondary
education |
670 |
Poster Presentation |
Zantzos I., Kynigos C., |
|
|
Differential approximation of a cylindrical helix by secondary
school students |
136-145 |
Research Report |