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Volume 14, Number 3
15 July 2019

Special Issue “Constructionism and Computational Thinking”, edited by Valentina Dagienė & Gerald Futschek

Cover Art: “CCSS” © Manolo Gamboa Naon, 2018 · generative 1920x1920 pixels

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Editorial

On the Way to Constructionist Learning of Computational Thinking in Regular School Settings

Valentina Dagienė & Gerald Futschek

Target Article

Constructionism and De-Constructionism: Opposite yet Complementary Pedagogies

Jean M. Griffin

Open Peer Commentaries

De-Constructionism: An Effective Premise to Constructionist Learning

Mihaela Sabin

Deconstructionism - We Do Need More Success Stories

Pavel Boytchev

Constructionist Space Should Be Inclusive, Non-Dogmatic and Open to Multiple Sources

James Clayson

De-Constructionism: Practice, Examples, Bugs

Jean M. Griffin

Target Article

Maker Education: Where Is the Knowledge Construction?

José Armando Valente & Paulo Blikstein

Open Peer Commentaries

The Roles of Teachers in Makerspace Learning

Arthur Hjorth

Interactive Objects in Physical Computing and Their Role in the Learning Process

Mareen Przybylla

Applying the Practices of Makerspace in Other Educational Settings

Liudmyla Kryvoruchka

Authors’ Response: Professional Development and Policymaking in Maker Education: Old Dilemmas and Familiar Risks

Paulo Blikstein & José Armando Valente

Target Article

Studying Conceptual Change in Classrooms: Using Association Rule Mining to Detect Changes in Students’ Explanations of the Effects of Urban Planning and Social Policy

Arthur Hjorth & Uri Wilensky

Open Peer Commentaries

Bringing Greater Transparency and Narrative Content to Constructionist Studies

James Clayson

Machine Learning and the Perils of Prolific Pattern Finding

Bruce Sherin

The Role of Debugging in Knowledge Construction

José Armando Valente

Knowledge Pieces, Causality in Complex Systems, and Computational Methods for Knowledge Analysis

Yu Guo

Authors’ Response: New Questions About New Methods in Old Contexts

Arthur Hjorth & Uri Wilensky

Target Article

Roles and Demands in Constructionist Teaching of Computational Thinking in University Mathematics

Chantal Buteau, Ana Isabel Sacristán & Eric Muller

Open Peer Commentaries

Reconceptualizing the Nature of Mathematical Expertise

Jérôme Proulx

Opportunities vs. Constraints and Faith vs. Knowledge: Constructing Mathematics in Classrooms

E. Paul Goldenberg

Describing Sustained Constructionist Activity

Chronis Kynigos

Authors’ Response: Shifting the Epistemological Conception of Learning and Teaching in a Mathematics Classroom

Chantal Buteau, Ana Isabel Sacristán & Eric Muller

Target Article

Problem Posing and Creativity in Elementary-School Mathematics

E. Paul Goldenberg

Open Peer Commentaries

Keeping the Children as Question Marks: Educational Attempts to Tap Curiosity and the Drive for Challenge

Evgenia Sendova & Pavel Boytchev

Problem Posing and Programming as a General Approach to Foster the Learning of Mathematics

Mattia Monga

Author’s Response: Constructionist Curriculum Construction, Nutritional Supplements, and Language

E. Paul Goldenberg

Target Article

Constructing Computational Thinking Without Using Computers

Tim Bell & Michael Lodi

Open Peer Commentaries

Computer Science Unplugged and the Benefits of Computational Thinking

Michael Weigend

Constructing Computational Thinking using CS Unplugged

Juraj Hromkovič & Jacqueline Staub

Applying Vygotsky’s Mediators to Review the Scaffolding in Unplugged Activities

Jane Waite

Authors’ Response: Keeping the “Computation” in “Computational Thinking” Through Unplugged Activities

Tim Bell & Michael Lodi

Target Article

Early Programming Education Based on Concept Building

Jiří Vaníček

Open Peer Commentaries

Teaching Basic Concepts of Programming to All Children

Ágnes Erdősné Németh

Programming or Problem Solving with Computers?

Maciej M. Sysło

Expected Constructivist Teaching of Programming: Necessity and Computational Perspective

Chantal Buteau

Learning Environments with Scratch

Michael Weigend

Author’s Response: Programming as a Playground for Computational Thinking Development

Jiří Vaníček

Target Article

Creativity in Solving Short Tasks for Learning Computational Thinking

Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė

Open Peer Commentaries

Creating Tasks - Is It Science or Art?

Pavel Boytchev

The Tensions between Microlearning, Constructionism and the Larger Project of Computing Education

Arthur Hjorth

Can Solving Short Tasks be an Essential Part of Constructionist Learning?

Juraj Hromkovič & Dennis Komm

Towards a Creator Mindset for Computational Thinking: Reflections on Task-Cards

Mikko-Ville Apiola

Openness and Creativity in Solving Short Tasks for Learning Computational Thinking

Christian Datzko

Developing Computational Thinking, “Fad” or “Fundamental”?

Arnold Pears

Authors’ Response: Concepts of Computing in “Mind-Size Bites”

Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė

Editorial

Acknowledgment to Reviewers of Volume 14