De-Constructionism: An Effective Premise to Constructionist Learning
Mihaela Sabin
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Abstract
Open peer commentary on the article “Constructionism and De-Constructionism: Opposite yet Complementary Pedagogies” by Jean M. Griffin. Abstract: As the name suggests, a de-constructionist pedagogy motivated by structured practice to develop skills and troubleshoot errors is opposite to constructionist approaches. And yet the model for de-construction proposed by Griffin affords complementarity to constructionist teaching and learning of introductory computer science at college level. In my response I ask questions about possible model implementations that facilitate complementary constructionist activities naturally progressing from their de-constructionist counterparts.
Citation
Sabin M. (2019) De-constructionism: An effective premise to constructionist learning. Constructivist Foundations 14(3): 244–245. https://constructivist.info/14/3/244
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References
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Mihaela Sabin is a professor of computer science at the University of New Hampshire. Her current research includes computing education and curriculum development, with particular focus on broadening participation of students underrepresented in computing and expanding professional learning of computational practices for teachers. Sabin serves on the ACM Education Advisory Committee and chaired the ACM/IEEE Computer Society IT2017 task group, who authored the “Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology” report. Sabin has a PhD in Computer Science from the University of New Hampshire.
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