Making with understanding : research on studies from a constructionist learning environment
Abstract/Contents
- Abstract
- "Making" has become a 21st century education buzzword. Educators, entrepreneurs, researchers and politicians all seem to galvanize around the possibility for "making" to launch an educational revolution. However, to date, there has been little research that systematically investigates what and how students are learning in the context of "making." This dissertation serves to shed light on these questions, while also providing recommendations for how to improve the culture and practices of "making." Specifically I use data from three studies to document common strategies students use in constructionist learning, and demonstrate how those strategies result in differences in project quality, student learning, and the overall process in which students engage.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2014 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Worsley, Marcelo |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Schwartz, Dan |
| Advisor | Brown, Bryan Anthony |
| Advisor | Schwartz, Dan |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Marcelo Worsley. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2014. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2014 by Marcelo Aaron Bonilla Worsley
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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