Constructionism

Seymour Papert in his seminal work entitled Mindstorms: Children, Computers and Powerful Ideas (1980) states that children should use computers as tools to create their own educational experience. The term Constructionism, as defined in its most simplistic form as ‘learning-by-making’ (Papert & Harel, 1991) was born out of this idea. The term Constructionism however (both in its earlier and current applications) proves to be much more diverse and multifaceted.

 

Inspired by and building upon the constructivist theories of Piaget, Papert coined the term constructionism. Piaget’s work challenged the traditional transmission-based learning models in which learners passively received information from adults. Instead of learners being consumers of knowledge. Piaget advocated for learners becoming innovative thinkers. Papert built on this idea by asking ‘what kinds of innovation are liable to produce radical change in how children learn?’ (Papert & Harel, 1991). Papert describes the term constructionism to be a: “little play on the words construct and constructionism” bringing seemingly serious and more playful facets together (Papert & Harel, 1991). He further describes the constructionist learning process as one in which the learner is engaged in ‘constructing a public entity’ (Papert & Harel, 1991), hereby implying the making or construction of concrete materials. The process of making these materials would integrate analytical and critical thinking, art and design allowing learners to construct and demonstrate personalised knowledge through inquiry and creativity. In this way agency and innovation would be cultivated whilst allowing for various learner preferences and intellectual styles.