Volume 14, Number 3
July 2019
Special Issue “Constructionism and Computational Thinking”, edited by Valentina Dagienė & Gerald Futschek
Cover Art: “CCSS” © Manolo Gamboa Naon, 2018 · generative 1920x1920 pixels
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On the Way to Constructionist Learning of Computational Thinking in Regular School Settings
Constructionism and De-Constructionism: Opposite yet Complementary Pedagogies
De-Constructionism: An Effective Premise to Constructionist Learning
Deconstructionism - We Do Need More Success Stories
Constructionist Space Should Be Inclusive, Non-Dogmatic and Open to Multiple Sources
De-Constructionism: Practice, Examples, Bugs
Maker Education: Where Is the Knowledge Construction?
The Roles of Teachers in Makerspace Learning
Interactive Objects in Physical Computing and Their Role in the Learning Process
Applying the Practices of Makerspace in Other Educational Settings
Bringing Greater Transparency and Narrative Content to Constructionist Studies
Machine Learning and the Perils of Prolific Pattern Finding
The Role of Debugging in Knowledge Construction
Knowledge Pieces, Causality in Complex Systems, and Computational Methods for Knowledge Analysis
Authors’ Response: New Questions About New Methods in Old Contexts
Roles and Demands in Constructionist Teaching of Computational Thinking in University Mathematics
Reconceptualizing the Nature of Mathematical Expertise
Opportunities vs. Constraints and Faith vs. Knowledge: Constructing Mathematics in Classrooms
Describing Sustained Constructionist Activity
Problem Posing and Creativity in Elementary-School Mathematics
Problem Posing and Programming as a General Approach to Foster the Learning of Mathematics
Author’s Response: Constructionist Curriculum Construction, Nutritional Supplements, and Language
Constructing Computational Thinking Without Using Computers
Computer Science Unplugged and the Benefits of Computational Thinking
Constructing Computational Thinking using CS Unplugged
Applying Vygotsky’s Mediators to Review the Scaffolding in Unplugged Activities
Early Programming Education Based on Concept Building
Teaching Basic Concepts of Programming to All Children
Programming or Problem Solving with Computers?
Expected Constructivist Teaching of Programming: Necessity and Computational Perspective
Learning Environments with Scratch
Author’s Response: Programming as a Playground for Computational Thinking Development
Creativity in Solving Short Tasks for Learning Computational Thinking
Creating Tasks - Is It Science or Art?
The Tensions between Microlearning, Constructionism and the Larger Project of Computing Education
Can Solving Short Tasks be an Essential Part of Constructionist Learning?
Towards a Creator Mindset for Computational Thinking: Reflections on Task-Cards
Openness and Creativity in Solving Short Tasks for Learning Computational Thinking
Developing Computational Thinking, “Fad” or “Fundamental”?
Authors’ Response: Concepts of Computing in “Mind-Size Bites”
Acknowledgment to Reviewers of Volume 14