CHAPTER SEVEN REFLECTION

Learning By Doing: Immersion In Constructivist Learning Environments

            In this chapter the authors focused on designing a constructivist learning environments (CLEs).  The view that CLEs is not the typical traditional way of using technology makes it difficult to design but not impossible. According to the authors,  CLEs is defined as technology-based environments in which students can do something meaningful and useful,  The technologies afford students the tools to explore, experiment, construct, converse and reflect on what they are doing, so that they learn from their experiences.

        In order to achieve meaningful learning, there has to be autonomy of a problem or learning goals hence the creation of problem/project space.  The problem can be conveyed to the students through technology and it is crucial that it not be overly defined. The author stated that the problem/project in CLEs three integrated components: problem context, problem presentation/simulation and problem manipulation space.  Problem context is setting the problem and describing the context in which it occurs.  Problem presentation/simulation is the way in which the problem is introduced to the learner.  Problem manipulation space is the space provided for the students to manipulate or experiment with the problem.  The authors further gave examples of CLEs using ScienceWare and Covis.