Broadening constructionism through visual modelling: My self as subject and object

Abstract

AbstractIn this personal essay, I explain how my use of visual modelling has the capacity to broaden constructionism in five important ways. (1) It introduces new techniques for students to describe and document, in a personal way, what they are actually doing in modelling. (2) It introduces the big ideas of mathematical modelling and computational thinking in a way that is far more inclusive than many other constructionist‐oriented courses that are labelled as math, science or computer science. (3) It favours the modelling of student‐selected objects in the physical world over the modelling of concepts and problems drawn more directly from traditional math and science. (4) It introduces the core ideas of design and colour theories in context. (5) It demonstrates the benefits of using narratives and personal journaling to explore the thought processes that help us make sense of the world. Practitioner notesWhat is already known about this topic We know a great deal about the successes of STEM‐centred constructionism. Constructionist‐inspired Scratch, FabLabs and Maker Fairs attract millions in and out of schools all over the world. The worldwide teaching of coding, beginning in the earliest years, is now informed by constructionist ideas. UCL ScratchMaths is a good example of this. What this paper adds It expands constructionist teaching and research beyond math and computer science, into the fine arts, social sciences, literature and the humanities. It describes a multidisciplinary teaching project, begun in 1981, that mixes mathematical modelling, computer programming, drawing, narrative psychology, art history, design theory, intellectual history, writing and theatre—within a constructivist/constructionist framework. It recommends that the history of successful interdisciplinary courses, like the one described in this paper, should be better known and documented so that lessons can be shared. Implications for practice and/or policy For constructionism to become a theory of learning, constructionists must first explore learning in many different disciplines and contexts. Interdisciplinarity can provide a useful opening for doing so. For constructionists to play an important role in creating interdisciplinary courses, they must not just learn to work openly with colleagues from other disciplines, but they must also be eager to read and study approaches different from their own. Finally, interdisciplinary activity occurs most felicitously when the actors involved commit to respectful exchanges, attentive listening and a willingness to create a common enterprise.