Volume 10 · Number 3 · Pages 355–363
Constructionism and Deconstructionism

Pavel Boytchev

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Context: There is a movement to change education so that it is adequate to social expectations and uses the full potential of technology. However, there has been no significant breakthrough in this area and there is no clear evidence why. Problem: A potential issue explaining why education falls behind is the way educators focus on education. There is a possibility that a significant step in the learning process is routinely neglected. Method: Two different approaches to using IT in education are tested in two different environments: a university level course based on constructionism and IBL projects for secondary school students. Results: It is possible to apply constructionism in education, but there are still problems. They are not related to how students construct knowledge, but how they deconstruct knowledge. Implications: The most significant problem of deconstruction is that it requires creative skills. This makes it very difficult to formalize it and to provide effective recommendations for its application. Constructivist Content: Deconstruction is a prerequisite of construction, thus deconstructionism deserves more attention and study. A proper application of deconstructionism will make it possible to reconstruct education in a way that is impossible with the current approaches.

Key words: Deconstructionism, constructionism, future of education, inquiry-based learning.


Boytchev P. (2015) Constructionism and deconstructionism. Constructivist Foundations 10(3): 355–363. http://constructivist.info/10/3/355

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