Publication 3766

Wilensky U. & Papert S. (2010) Restructurations: Reformulating knowledge disciplines through new representational forms. In: Clayson J. & Kalas I. (eds.) Constructionist approaches to creative learning, thinking and education: Lessons for the 21st century. Proceedings of Constructionism 2010. Comenius University, Bratislava. Fulltext at https://cepa.info/3766
The goals of instruction are usually taken to be fixed, at least in their broad outline. Forexample, in elementary school mathematics, students progress from counting to addition,multiplication, and fractions. Given this state of affairs, the business of educational researchhas been to determine how the fixed instructional aims can best be reached. Educationresearchers have traditionally asked questions such as: What are the typical difficulties thatstudents experience? Which means of instruction – method A or method B – is better forachieving our instructional aims? In contrast, we will describe a line of work in which we have shifted the focus from themeans to the object of learning. We are concerned with how the structure and properties ofknowledge affect its learnability and the power that it affords to individuals and groups. Webriefly review three agent-based restructurations of traditional science content and discuss the consequences for scientific power and learnability.

External

The publication has not yet bookmarked in any reading list

You cannot bookmark this publication into a reading list because you are not member of any
Log in to create one.

There are currently no annotations

To add an annotation you need to log in first

Download statistics

Log in to view the download statistics for this publication
Export bibliographic details as: CF Format · APA · BibTex · EndNote · Harvard · MLA · Nature · RIS · Science