![]() Implications: The action representation constitutes the “window into the mind” of the learner, allowing one to understand and identify the knowledge used and, with that, help the learner reach a new stage in knowledge construction. Method: Initially we discuss aspects related to the theory of constructionism, subsequently, using Piaget’s notions of conceptualization, we discuss how knowledge can be constructed in a makerspace, then turn to a case study that illustrates our theoretical commentary, and end with conclusions about our main research question: “Where is the knowledge construction in making?” Results: We show that in makerspaces students can develop sophisticated artifacts by using digital technologies, and that besides the product, this process allows for the representation of the actions with these machines, expressed as concepts and strategies used. Problem: The objective of this article is to understand how maker education can contribute to the process of students’ knowledge construction. However, students’ having produced something is not enough to ensure that they have constructed knowledge. ![]() Context: The construction of a product is fundamental.
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