scholarly journals Prospects for a Constructionist Approach in Japanese Sociology of Family:

2017 ◽  
Vol 68 (1) ◽  
pp. 25-37
Author(s):  
Hiroto MATSUKI
Keyword(s):  
Constructionist Approach ◽  
Sociology Of Family

Learning to program with Game Maker

2017 ◽  
Vol 1 (2) ◽  
pp. 17 ◽  
Author(s):  
Claire Johnson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Visual Programming ◽  
Cultural Significance ◽  
Pair Group ◽  
Positive Attitudes ◽  
Programming Software ◽  
Constructionist Approach ◽  
South East England ◽  
Computing Curriculum

Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting.  The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context.  The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education. 

Theoretical framework

2017 ◽  
Author(s):  
Judith Huber
Keyword(s):  
Theoretical Framework ◽  
Construction Grammar ◽  
Motion Verbs ◽  
Motion Event ◽  
Different Types ◽  
Constructionist Approach ◽  
Manner Verbs

Chapter 2 provides an introduction to the motion encoding typology as proposed by Talmy, Slobin, and others (manner- and path-conflating languages, different types of framing and their concomitant characteristics). It argues that this typology is highly compatible with a construction grammar framework, points out the differences, and shows that particularly from the diachronic perspective taken in this study, the constructionist approach has advantages over the originally lexicalist approach of the motion typology. The chapter also provides a discussion of the different categories of motion verbs used in this study (manner verbs, path verbs, neutral motion verbs, and verbs that do not evoke a motion event on their own, but can receive a contextual motion reading).

L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach

2020 ◽  
Vol 9 (2) ◽  
pp. 169-198
Author(s):  
Chen Chen ◽  
Feng-hsi Liu
Keyword(s):  
Mandarin Chinese ◽  
Choice Task ◽  
L2 Acquisition ◽  
Low Level ◽  
Passive Construction ◽  
Form And Function ◽  
L2 Learners ◽  
Constructionist Approach ◽  
High Level ◽  
And Function

Abstract A major claim in the constructionist approach to language acquisition is that grammar is learned by pairings of form and function. In this study we test this claim by examining how L2 learners of Mandarin Chinese acquire the bei passive construction, a construction that is associated with the meaning of adversity. Our goal is to find out whether L2 learners make the association between the passive and adversity. Participants performed a sentence choice task under four conditions: an adversative context with an adversative verb, an adversative context with a neutral verb, a neutral context with a neutral verb and a positive context with a neutral verb. In each context participants were asked to select either the bei passive construction or its active counterpart. We found that high-level learners consistently chose the bei passive significantly more in adversative contexts than in non-adversative contexts regardless of the connotations of the verbs, while low-level learners made the distinction half of the time. In addition, while low-level learners did not yet associate adversity with the form of the construction, high-level learners did. We conclude that L2 learners do learn the bei passive construction as a form-meaning pair. The constructionist approach is supported.

Destination website management: A social constructionist approach

2021 ◽  
Vol 19 ◽  
pp. 100545
Author(s):  
Flávio Notomi Kanazawa ◽  
Marina Lourenção ◽  
Jorge Henrique Caldeira de Oliveira ◽  
Janaina de Moura Engracia Giraldi
Keyword(s):  
Social Constructionist ◽  
Constructionist Approach
Sign in / Sign up

Export Citation Format

Share Document