-
What
is the nature of constructionism?
-
What
are its intellectual roots?
-
What
are its practical implications for education?
-
What
differentiates it from other theories of learning and approaches
to education?
-
What
does it have to say about how we learn and how we come to know
about the world?
-
What
is the importance and power of ideas in constructionism?
-
What
are these powerful ideas and what gives them their power?
-
What
is the status and role of learners within the constructionist
paradigm?
-
What
is a learner's relationship to and representation of powerful
ideas?
-
What
is and how do we study the process of knowledge construction?
-
What
is the role of design and construction in the physical world?
-
How
does construction in the world relate to "construction in the
head"?
-
What
is the role of tools in the relationship between learners, powerful
ideas, and the world?
-
What
are some of the best constructionist tools, what design activities
do they make possible, and what powerful ideas do they embody
and highlight?
-
What
settings and contexts are most appropriate for these tools and
activities?
-
What
are the characteristics of the best constructionist learning environments?
-
More
broadly, what is the role of communities and contexts in constructionism?
-
What
is the role of the rich social, cultural, and moral components
that communities bring to learning environments, tools, and activities?
