MicroWorlds JR

Constructivist Learning Theory

MicroWorlds JR supports constructivism by putting control in the hands of the student. The program allows the child to interact actively with the computer, applying logic and problem solving skills to create their own 'microworld', often through project-based learning.

Constructivists believe that:

1. children are innate, natural learners
2. all people have the desire and ability to learn
3. learning is a social activity
4. development results from interaction between students and a stimulating intellectual environment
5. when cognitive conflicts arise, effective learning may follow
6. teachers can promote development of knowledge through apprenticeship and dialogue

Constructionism and the Spirit of Logo

Seymour Papert and Idit Harel have developed Constructionist learning theory, based upon the premise that children learn best by making things, not just by doing. Being involved in the creation of that which is new enables the teacher to join students as an authentic co-learner, thereby modelling the strategies of expert learners. Working through problems enhances a child's ability to see transfer in the knowledge they have acquired, and when creating with Logo much of the learning has to do with 'debugging' the programs to see intended results, as well as the understanding of what is relevant and efficient in deciphering and creating the code (Skillen, 2003).
MicroWorlds JR involves the principles of constructionism that engage young learners:

the creation of that which is new ensures that the teacher is an authentic co-learner along with students

the role of the teacher changes from the traditional role of transmitting information to one of facilitator or guide

the construction of a concrete product not only ensures that the child will strive for something that works effectively, but it will also be available for public scrutiny, sharing, discussion and reflection

while working through authentic projects students are involved in building personally meaningful artifacts that demonstrate their knowledge

learners are diverse; they make connections with knowledge in many different ways and therefore are given a variety of choices in how to demonstrate their learning (Kafai and Resnick, 1996)

technology tools can be used to create something of importance (Resnick, 2002)

learners will be more likely to persevere to solve problems when topics and projects are of personal interest

Logo

Logo is a computer programming language that requires the student to interact with the turtle (object), and give it commands to make it move. For example, to draw a square, the turtle would need to put its pen down, step forward 60 paces, turn 90 degrees and then repeat these two commands four times. Students need to think carefully to command the turtle in a logical manner, and then check to see whether they create the desired effect. Alternatively, procedures can be written whereby students group the commands together and have the actions executed all at once. Older students might type this command using logo as:
To square
Repeat 4 [forward 60 right 90]
End

In MicroWorlds JR, the same procedure would be created graphically:

Using the Turtle Shapes and Turtle Commands Centre, students can create geometric shapes and designs by executing the pendown command and commanding the turtle to move step by step, or by writing procedures to create shapes. They can hatch more than one turtle at a time, and by right-clicking on the turtle they open a backback in which they store and edit their commands.

Alternatively, students can also embed procedures within other procedures thus creating subprocedures, all done with graphic representations of computer code. Procedures and commands can be created on click, on colour, on touch and on signal, which allows the student to create animated, interactive stories or simple video games. Narration or verbal directions and sounds, as well as buttons to flip from page to page, can be added to enhance the projects.

The following textual logo commands are represented iconically using MicroWorlds JR and they are shown in the turtle command centre.

forward

backward

turn right and left

wait

stop

pen up

pen down

hide turtle

show turtle

head north

set pen colour and size

go home

The graphics are put together to form commands, for example, the step graphic selects the forward or backward commands which set the direction the turtle will move, and children then choose a number of steps using a sliding grid.

Multimedia Authoring

On the left hand side of the student desktop, tools are provided to help students create multimedia projects and to add graphics and backgrounds to their work. The following table illustrates the functions of the Tool Centres.

Curriculum Connections

MicroWorlds JR can be integrated into primary programs in a wide range of projects

1. patterns and geometry
2. multimedia reports and stories
3. interactive pages
4. procedural and descriptive writing
5. mazes and simple video games
6. comparisons and measurement
7. creating and exploring simple simulations and animations
8. transformational geometry
9. creating, then testing and reflecting upon hypotheses
10. problem solving