Blog 6: Constructionism and The Maker Movement using Tinkercad Circuits Engine.

Figure 1: A circuit I created using Tinkercad

Constructionism and The Maker Movement

Constructionism involves learning the Seymour Papert theory, which explains the importance of hands-on learning. According to this theory, learning occurs when individuals construct their own understanding by engaging in hands-on activities like building or creating. Students are more likely to learn when they are actively involved in the process rather than being passive receivers of information (Stager, 2016). Taking a constructivist pedagogy approach in teaching is based on key principals such as active learning, collaborative learning, reflection, and constructing meaning (Gordon, 2009). The maker movement focuses on using technology to create and build which aligns with Paperts theory of constructionism (Halverson & Sheridan, 2014). The maker moment fosters creativity in students as it allows for hands on learning, develops problem solving skills, allows for collaboration, improvement, all while giving students the freedom to explore (Jeng et al., 2020).

Tinkercad Circuit Engine

Tinkercad Circuit Engine allows students to design, stimulate and build circuits using a virtual breadboard and a variety of electrical components. It is designed to be accessible and easy to use, making it a great tool for students. This application can be used to support STEM (Science, Technology, Engineering, and Mathematics) education. Because of its structured and visual approach, it’s a great tool for students with disabilities such as autism. The visual blocks in the app make it easier for students to understand the structure of programming, enhancing their computational thinking skills.

Science syllabus outcome ST3-8PW-ST may be met using Tinkercad Circuit Engine, students can investigate how energy can be transformed in electrical circuits by creating their own circuits on the app. This allows students to experiment with different circuit designs, while seeing what works best and what needs to be changed, it also encourages students to think creatively when exploring the ways of using and adapting electronic components, in turn fostering creativity in students and developing their critical thinking skills (NESA, 2017).

Figure 2: Digital clock I created using Tinkercad

Figure 3 and 4: Basic switch circuit I created using Tinkercard

Limitations

While Tinkercad Circuit engine is a great tool there are some limitations. These include the limited colour and lighting options which are important for visual learners. While it’s great for beginners it is not great for more advanced students as it lacks complexity. Furthermore, like any online tool great internet connection is a must otherwise it will cause lagging in the program, which is something for teachers to consider.

References:

Gordon, M. (2009). The misuses and effective uses of constructivist teaching. Teachers and Teaching, 15(6), 737–746. https://doi.org/10.1080/13540600903357058

Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495–504. https://doi.org/10.17763/haer.84.4.34j1g68140382063

Jeng, Y.-L., Lai, C.-F., Huang, S.-B., Chiu, P.-S., & Zhong, H.-X. (2020). To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01572

NESA. (2017). Science and Technology K–6 | NSW Education Standards. Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

Stager, G. S. (2016). Seymour Papert (1928–2016). Nature, 537(7620), 308–308. https://doi.org/10.1038/537308a

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