Constructionism in the classroom: creative learning activities on computational thinking
ENAn essential assumption of Constructionism is the idea that students learn best when they construct artefacts that they consider to be relevant (Papert). Computational thinking (Wing) is made up of thought processes, such as abstraction, decomposition, algorithmic thinking, evaluation and generalization. This contribution discusses learning activities without computer (“unplugged activities”) related to computational thinking, which challenge creativity. In more detail, these arrangements have these common properties: Creativity. The students create a product that can be shown around later. This may be a physical artefact or a performance, which could be documented (photo, video). The concrete outcome is very individual and may be surprising in contrast to analytical tasks with just one correct solution. “Unplugged”. The activity is experience-based. It (ideally) demands all the senses and challenges the whole person. The students do not use a computer (“unplugged”) and do not develop a program but may use Lego blocks, pencil and paper or other material found in their environment. Time. The activity can be performed without preparation ad hoc in one lesson in 5 to 40 minutes, in contrast to projects that are carefully planned and require weeks of work. The focus is on design ideas. Based on Csikszentmihalyi’s system model and Margarete Boden’s psychological model, this contribution discusses the possibilities of being creative in the classroom. Extending Csikszentmihalyi’s approach, the classroom situation is seen as a “local” creative system. Specifics of the domain “computational thinking” are discussed.This contribution suggests to distinguish between four types of creative unplugged activities: Type 1: Create an algorithm solving a given problem and present it. Type 2: Create to a given algorithm or informatics concept a new situation, in which this algorithm or concept can be used as well and present it. Type 3: Create an algorithm with certain structural properties (like loops, recursion, functions calls etc.) and present it Type 4: Create a visualisation for a given algorithm or concept of computer science and present it. More than 300 computer science educators (school and university) from different countries were asked about this classification scheme, about their experience with creative unplugged activities and the relevance and educational potential of the different types. Qualitative and quantitative analysis of the answers suggest that the classification scheme is quite acceptable for the community of CS educators. Creative unplugged activities are not often used in CS education but are still considered to be relevant.
