Constructionism is a problem-based instructional theory that holds that knowledge is best built through shared, tangible experiences. In the process of learning, Constructionism holds that people learn most effectively by making things. Constructionism connects closely with experiential learning. In Constructivism, children build their cognitive tools in interaction with external reality.
Effective Strategies
All learning activities should relate to a more comprehensive assignment. This is key, as it shows students that the activities apply to more aspects of life. Consequently, they will probably find the activities useful.
To give students the sense that they are taking ownership of the overall issues in the activities, they must be well supported.
The student’s task should be authentic, meaning their cognitive ability and the assignment need to align to make the learning experience valuable.
It is key to go over the learning activity later so students have a chance to reflect on what they have learned.
The students should have a chance to consider different ideas and different contexts.
For more about Constructionism, check the following posts:
Noss and Clayson: Reconstructing Constructionism and Constructivist Foundations
Peterson: Where the Sidewalk Ends (The Limits of Social Constructionism)
Zhong-Zheng, Yuan-Bang, and Chen-Chung: A constructionism framework for designing game-like learning systems and its effect on different learners.