Constructionism in Practice: Designing, Thinking, and Learning in a Digital World

By Yasmin Kafai; Mitchel Resnick | Go to book overview
essential that these approaches come with appropriate tools that allow both young and old in these settings to be as constructive and as creative as possible.
ACKNOWLEDGMENTS
This chapter is based on research I am currently working on for my doctoral thesis. I would like to thank Seymour Papert, Mitchel Resnick, Ceasar McDowell, and Anthony Maddox, the members of my thesis committee, for all of their help and support in this effort. The work described in the chapter was performed at the MIT Media Laboratory and was supported by grants from the National Science Foundation (Grant 9153719-MDR), Nintendo Inc., the LEGO Group, and the Wood Foundation. The ideas presented in this chapter do not necessarily represent the views of these funding agencies.
APPENDIX: STATISTICAL DATA ABOUT THE FOUR CORNERS NEIGHBORHOOD
An article in the Boston Sunday Globe ( Luz Delgado, 1993, September 26, "Restoring Neighborhood Pride in Four Corners," City Weekly Section, pp. 1, 8) revealed the following statistical data about my neighborhood:
Nearly 20% of Four Corners' 6,000 residents live in poverty.
37.5% of the neighborhood's families with children under age 5 live below the poverty line.
Nearly one third of families with children under age 17 live below the poverty line.
At 12.4%, the unemployment rate is double that of the city of Boston (6.1 %) and 25% higher than that of Dorchester (8.2%).
Nearly 2,000 residents, 40% of adults in the area, do not have a high school diploma.
Statistics from Boston police Area C-11 showed that from December 1992 to July 1993 there were 15 aggravated assaults, 35 auto thefts, 15 robberies, 13 burglaries, 10 larcenies, and 2 rapes in the portion of Four Corners that C-11 patrols. (Parts of Four Corners are covered by Area B patrols. Data on Area B were not included in the article.)

A resource assessment by the Codman Square Healthy Boston Coalition entitled "Neighborhood Resource Assessment," dated June 1993, revealed the following about Four Corners and the larger Codman Square community that surrounds it:

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Constructionism in Practice: Designing, Thinking, and Learning in a Digital World
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • List of Contributors xi
  • Introduction 1
  • Acknowledgments 8
  • Part I - Perspectives in Constructionism 8a
  • 1 - A Word for Learning 9
  • References 24
  • 2 - Perspective-Taking and Object Construction 25
  • Conclusion 32
  • Acknowledgments 34
  • References 34
  • 3 - Elementary School Children's Images of Science 37
  • Introduction 37
  • Conclusions 62
  • Acknowledgments 64
  • Acknowledgments 65
  • Appendix B - Image of Science Interview Guideline 65
  • Part II - Learning Through Design 70a
  • 4 - Learning Design by Making Games Children's Development of Design Strategies in the Creation of a Complex Computational Artifact 71
  • Conclusion 93
  • Acknowledgments 94
  • References 94
  • 5 - Electronic Play Worlds 97
  • Conclusions 119
  • Acknowledgments 121
  • References 121
  • 6 - The Art of Design 125
  • Foreword 125
  • References 158
  • 7 - Building and Learning with Programmable Bricks 161
  • Introduction 161
  • References 172
  • Part III - Learning in Communities *
  • 8 - Social Constructionism and the Inner City Designing Environments for Social Development and Urban Renewal 175
  • Introduction 175
  • Acknowledgments 204
  • Appendix - Statistical Data About the Four Corners Neighborhood 204
  • References 205
  • 9 - The MediaMOO Project Constructionism and Professional Community 207
  • Conclusion - Constructionism and Virtual Reality 220
  • Acknowledgments 221
  • References 221
  • 10 - A Community of Designers Learning Through Exchanging Questions and Answers 223
  • Introduction 223
  • References 239
  • 11 - They Have Their Own Thoughts 241
  • Introduction 241
  • Conclusion 251
  • Acknowledgments 252
  • References 253
  • Part IV - Learning About Systems 254a
  • 12 - New Paradigms for Computing, New Paradigms for Thinking 255
  • Introduction 255
  • Acknowledgments 266
  • References 267
  • 13 - Making Sense of Probability Through Paradox and Programming A Case Study in a Connected Mathematics Framework 269
  • Introduction 269
  • Concluding Remarks 290
  • Acknowledgments 292
  • References 293
  • 14 - Ideal and Real Systems 297
  • Introduction 297
  • Analysis and Conclusions 318
  • Acknowledgments 322
  • References 322
  • Author Index 323
  • Subject Index 329
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