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Contents
Plenary Presentations
Panel Debates
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
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)
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
Constructionist Competences in
the 21st Century
Learning Processes and Concepts
Epistemology in terms of
Constructionist Theory
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 |
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