{
Author: Arthur Hjorth
Bio Note: Arthur Hjorth is a Ph.D student in learning in learning sciences at the Center for Connected Learning and Computer-Based Modeling at Northwestern University. His research focuses in part on designing constructionist tools that help learners better think about social policy issues - in particular about how policies connect across domains - and in part on understanding how leaners use them to make sense of these complex issues in educational contexts.
Affiliation: University of Aarhus, Denmark
Homepage: https://arthur.sesp.northwestern.edu
Publications in Constructivist Foundations
Hjorth A. (2019) The tensions between microlearning, constructionism and the larger project of computing education. Constructivist Foundations 14(3): 400–401. https://constructivist.info/14/3/400
Hjorth A. & Wilensky U. (2019) Authors’ response: New questions about new methods in old contexts. Constructivist Foundations 14(3): 290–293. https://constructivist.info/14/3/290
Hjorth A. & Wilensky U. (2019) Studying conceptual change in classrooms: Using association rule mining to detect changes in students’ explanations of the effects of urban planning and social policy. Constructivist Foundations 14(3): 272–283. https://constructivist.info/14/3/272
Hjorth A. (2019) The roles of teachers in makerspace learning. Constructivist Foundations 14(3): 263–264. https://constructivist.info/14/3/263
Hjorth A. (2018) Plasticity within and across multiple levels. Constructivist Foundations 13(2): 296–298. http://constructivist.info/13/2/296
Hjorth A. (2016) From circular reasoning to micro-macro reasoning in the classroom? Constructivist Foundations 12(1): 11–12. http://constructivist.info/12/1/011
Hjorth A. (2015) Body syntonicity in multi-point rotation? Constructivist Foundations 10(3): 351–352. http://constructivist.info/10/3/351
{