Constructive learning, making, creating and game.
1) "creative game"
From the constructivist perspective, learning is not a stimulus-response phenomenon as described by behaviorism, rather it requires self-regulation and the building of conceptual structures through reflection(prior knowledge) and abstraction. In constructivist theory, the learner takes an active role in constructing his own understanding rather than receiving it from someone who knows. According to constructivists, learners interpret information from the unique personal perspective of their previous experience. They learn through observation, processing and interpretation: personalizing the information into knowledge.
Constructivist games provide primary sources of information, simple elements and raw data for players to experiment with and manipulate. Open-ended God-games and simulations typify the theory because every instance of the game is a unique creation by the player. The ability to create games offers users the opportunity articulate their understanding in new ways and simultaneously consider how best to communicate key principles – in essence is gives lay game-developers the chance to make games “in their own words.”
2) “learning by making.”
On a deeper pedagogic level the emphasis on constructive learning means that students are applying – in an almost seamless manner – what they learn, with what they can do with that learning. The impact of their knowledge is immediately revealed by what they create with their hands, and minds.
A lengthy – but highly readable – talk on Constructionism vs. Instructivism clarifies the deeper theoretical foundation for the value of maker models in class. Then there’s the ideology: Creating something new is not only challenging and fun, but could end up engendering a deeper sense of self-reliance, independence and enthusiasm for micro-manufacturing.
With that been said, the Maker Movement has an almost infinite variety of options for teachers looking to use all the very best technology has to offer to create practical, hands-on learning environments for students of all ages.
[2] Cooper, P. A., (1993), Paradigm shifts in designing instruction: From behaviorism to cognitivism to constructivism., Educational Technology, 33(5), 12-19
[3] Wilson, B. G., (1997), Reflections on constructivism and instructional design., In C. R. Dills & A. J. Romiszowski (Eds.), Instructional development paradigms (pp. 63-80). Educational Technology Publications, Englewood Cliffs, New Jersey
Image sources: https://www.businessinsider.com/14-reasons-why-reading-is-good-for-your-health-2016-12
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