Context: Computational thinking denotes the thinking processes needed to solve problems in the way computer scientists would. It is seen as an ability that is important for everybody in a society that is rapidly changing due to applications of computational technologies. More and more countries are integrating computational thinking into their school curricula. Problem: There is a need for more effective learning environments and learning methods to teach computational thinking principles to children of all ages. The constructionist approach seems to be promising since it focuses on developing thinking skills. Method: We extract and discuss insights from the target articles. Results: There are several learning initiatives and curricula that successfully apply constructionist learning to acquiring computational thinking skills. Implications: Computational thinking as a subject at school presents a chance to bring more constructionist learning to schools.

Key words: Computational thinking, concept building, constructionist learning, deconstructionism, learning environment, makerspace, microworlds, short tasks

Abstract: The small size of tasks can be viewed as a contradiction to constructionist learning principles like problem-based learning, learning by exploring, freedom and creativity. We argue that mind-size bites of learning can be small and if properly designed can still be called constructionist. The commentaries provide questions and insights that help us rethink how short Bebras-like tasks serve as scaffolding to engage children in computing (informatics. They help us to consider, in greater depth, computing concepts that need to be experienced by children in various ways - the solving of short tasks being one of them.

Context: The increasing and evolving presence of technology in the lives of children is reflected in the recognition in many educational frameworks that students should possess and be able to demonstrate computational thinking skills as part of their problem-solving practice. Problem: We discuss the process of creating tasks for the so-called Bebras challenge, a contest on informatics (computing) and computational thinking addressing school students of all ages. These tasks have a short problem statement and should be solvable in a few minutes. The challenge explored is how to formulate and structure such tasks so that there is still enough space for creativity in the solution process and how to organize the learning settings so that constructionist learning is supported. Method: We give an experience report about the creation and use of short tasks for learning computational thinking. We argue that the constructionist perspective involving the use of the Bebras-like tasks on computational thinking offers an appropriate frame for enriching learning activities, fostering collaborative and individual creativity. A process-oriented approach was selected for the research done in a study where we observed children’s activities in solving the short tasks on computational thinking. Results: Our analysis of the creativity, as exemplified in several observations of pupils while solving short tasks that involve computing concepts (the Bebras cards), shows that this kind of microlearning serves well to motivate pupils to be more interested in particular computing topics. The concept of the short tasks meets the usual way of teaching in primary education. Pupils and teachers develop a positive attitude to computing related topics. The analysis shows that the short tasks encourage pupils’ creativity in both solving and modifying them. Implications: Our study provides some preliminary evidence that, from a constructionist perspective, collective as well as individual creativity can stand as an appropriate framework for designing learning activities addressing computing concepts and supporting computational thinking. Moreover, our study opens a new field of research in combining creativity and computational thinking from a constructionist perspective. Constructivist content: Our more general aim is to support computing education, especially constructivist learning environments (both technology-based environments and those without technologies) in primary education.

Key words: Constructionism, creativity, computing (informatics) education, computing-concepts-based task, microlearning, short task, Bebras-like tasks, primary education

Open peer commentary on the article “Constructionism and Deconstructionism” by Pavel Boytchev. Upshot: Boytchev’s deconstructionism looks at first glance like a game of words. Upon a deeper view of the subject, he focuses our attention on the importance of deconstruction to the construction process, which is highly connected to creativity. In my contribution, I want to point out the close relationship of Boytchev’s deconstruction to the software development process, where requirements analysis corresponds to deconstruction and software design and implementation correspond to construction. Creativity is an important asset in any kind of software development, where life-long learning is essential.

Upshot: Constructionism is an epistemology, a theory of design and a theory of learning. It addresses constructivist learning in individual and social environments where bricolage with digital expressive media plays an important role. This editorial situates constructionism within constructivist discourse, and discusses the potential for constructionism to play an identifiable and important role in a wider educational discourse and theory networking. In this framework, it provides a short synthetic review of the eight papers addressing constructionism from a diversity of perspectives.