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Philosophy of Cognitive Science

Edited by Gualtiero Piccinini (University of Missouri, St. Louis)
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  1. added 2015-07-28
    Richard Moore (2015). A Common Intentional Framework for Ape and Human Communication. Current Anthropology 56 (1):71-72.
  2. added 2015-07-28
    Richard Moore, Josep Call & Michael Tomasello (2015). Production and Comprehension of Gestures Between Orang-Utans (Pongo Pygmaeus) in a Referential Communication Game. PLoS ONE:pone.0129726.
    Orang-utans played a communication game in two studies testing their ability to produce and comprehend requestive pointing. While the ‘communicator’ could see but not obtain hidden food, the ‘donor’ could release the food to the communicator, but could not see its location for herself. They could coordinate successfully if the communicator pointed to the food, and if the donor comprehended his communicative goal and responded pro-socially. In Study 1, one orang-utan pointed regularly and accurately for peers. However, they responded only (...)
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  3. added 2015-07-28
    Richard Moore & Claudio Tennie (2015). Cognitive Mechanisms Matter - but They Do Not Explain the Absence of Teaching in Chimpanzees. Behavioral and Brain Sciences 38:e50.
  4. added 2015-07-26
    Franco Pestilli, Gerardo Viera & Marisa Carrasco (2007). How Do Attention and Adaptation Affect Contrast Sensitivity? Journal of Vision 7 (9).
    Attention and adaptation are both mechanisms that optimize visual performance. Attention optimizes performance by increasing contrast sensitivity for and neural response to attended stimuli while decreasing them for unattended stimuli; adaptation optimizes performance by increasing contrast sensitivity for and neural response to changing stimuli while decreasing them for unchanging stimuli. We investigated whether and how the adaptation state and the attentional effect on contrast sensitivity interact. We measured contrast sensitivity with an orientation-discrimination task, in two adaptation conditions—adapt to 0% or (...)
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  5. added 2015-07-25
    Jie Jiang, Huib Aldewereld, Virginia Dignum, Shuzheng Wang & Ziv Baida (2015). Regulatory Compliance of Business Processes. AI and Society 30 (3):393-402.
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  6. added 2015-07-25
    Sjoukje A. Osinga, Mark R. Kramer & Gert Jan Hofstede (2015). Sustainable Animal Welfare: Does Forcing Farmers Into Transition Help? AI and Society 30 (3):403-413.
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  7. added 2015-07-25
    Francesca Bordogna (2001). The Physiology and Psychology of Temperament: Pragmatism in Context. Journal of the History of the Behavioral Sciences 37:3-25.
    This paper traces William James's famous “temperament thesis” according to which the philosophical stance that individuals take depends on their “temperaments.” It seeks to understand James's conception of temperament by locating James within a set of contemporary investigations that linked the sources of mental, and even higher, intellectual processes to the physiological and organic constitution of the individual. The paper argues that James understood temperament along the reflex-arc model and discusses the implications of that physiological account of temperament for James's (...)
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  8. added 2015-07-21
    Ioan Muntean & Don Howard (2014). Artificial Moral Agents: Creative, Autonomous, Social. An Approach Based on Evolutionary Computation. In Johanna Seibt, Raul Hakli & Marco Nørskov (eds.), Frontiers in Artificial Intelligence and Applications.
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  9. added 2015-07-21
    Ioan Muntean (2014). Computation and Scientific Discovery? A Bio-Inspired Approach. In Hiroki Sayama (ed.), Artificial Life 14. Proceedings of the Fourteenth International Conference on the Synthesis and Simulation of Living Systems.
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  10. added 2015-07-20
    Aviva Berkovich-Ohana (forthcoming). A Case Study of a Meditation-Induced Altered State: Increased Overall Gamma Synchronization. Phenomenology and the Cognitive Sciences:1-16.
    This study presents two case reports of altered states spontaneously occurring during meditation in two proficient practitioners. These states, known as fruition, are common within the Mahasi School of Theravada Buddhism, and are considered the culmination of contemplation-induced stages of consciousness. Here, electrophysiological measures of these experiences were measured, with the participant’s personal reports used to guide the neural analyzes. The preliminary results demonstrate an increase in global long-range gamma synchronization during the fruition states, compared to the background meditation. The (...)
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  11. added 2015-07-20
    Sadhvi Batra, Jacqueline Anne Sullivan, Beverly Williams & David Geldmacher (forthcoming). Qualitative Assessment of Self-Identity in Advanced Dementia. Dementia: The International Journal of Social Research and Practice.
    This study aimed to understand the preserved elements of self-identity in persons with moderate to severe dementia attributable to Alzheimer’s disease. A semi-structured interview was developed to explore the narrative self among residents with dementia in a residential care facility and residents without dementia in an independent living setting. The interviews were transcribed verbatim from audio recordings and analyzed for common themes, while being sensitive to possible differences between the groups. The participants with dementia showed evidence of self-reference even though (...)
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  12. added 2015-07-20
    Berit Brogaard (2015). The Self-Locating Property Theory of Color. Minds and Machines 25 (2):133-147.
    The paper reviews the empirical evidence for highly significant variation across perceivers in hue perception and argues that color physicalism cannot accommodate this variability. Two views that can accommodate the individual differences in hue perception are considered: the self-locating property theory, according to which colors are self-locating properties, and color relationalism, according to which colors are relations to perceivers and viewing conditions. It is subsequently argued that on a plausible rendition of the two views, the self-locating theory has a slight (...)
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  13. added 2015-07-20
    Maria Brincker (1014). Navigating Beyond “Here & Now” Affordances—on Sensorimotor Maturation and “False Belief” Performance. Frontiers in Psychology 5.
    How and when do we learn to understand other people's perspectives and possibly divergent beliefs? This question has elicited much theoretical and empirical research. A puzzling finding has been that toddlers perform well on so-called implicit false belief (FB) tasks but do not show such capacities on traditional explicit FB tasks. I propose a navigational approach, which offers a hitherto ignored way of making sense of the seemingly contradictory results. The proposal involves a distinction between how we navigate FBs as (...)
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  14. added 2015-07-19
    Aileen Chau, Andres M. Salazar, Frank Krueger, Irene Cristofori & Jordan Grafman (2015). The Effect of Claustrum Lesions on Human Consciousness and Recovery of Function. Consciousness and Cognition 36:256-264.
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  15. added 2015-07-19
    Jeffrey A. Gibbons, Jennifer K. Hartzler, Andrew W. Hartzler, Sherman A. Lee & W. Richard Walker (2015). The Fading Affect Bias Shows Healthy Coping at the General Level, but Not the Specific Level for Religious Variables Across Religious and Non-Religious Events. Consciousness and Cognition 36:265-276.
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  16. added 2015-07-19
    Joseph M. Barnby, Neil W. Bailey, Richard Chambers & Paul B. Fitzgerald (2015). How Similar Are the Changes in Neural Activity Resulting From Mindfulness Practice in Contrast to Spiritual Practice? Consciousness and Cognition 36:219-232.
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  17. added 2015-07-19
    David B. Pillemer, Kristina L. Steiner, Kie J. Kuwabara, Dorthe Kirkegaard Thomsen & Connie Svob (2015). Vicarious Memories. Consciousness and Cognition 36:233-245.
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  18. added 2015-07-19
    Charlotte Vanden Bulcke, Geert Crombez, Wouter Durnez & Stefaan Van Damme (2015). Is Attentional Prioritization on a Location Where Pain is Expected Modality-Specific or Multisensory? Consciousness and Cognition 36:246-255.
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  19. added 2015-07-19
    Michelle Carr & Tore Nielsen (2015). Daydreams and Nap Dreams: Content Comparisons. Consciousness and Cognition 36:196-205.
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  20. added 2015-07-17
    Eric Dietrich, Synopsis of Excellent Beauty: The Naturalness of Religion and the Unnaturalness of the World.
    This is a synopsis of my book Excellent Beauty: The naturalness of religion and the unnaturalness of the world (Columbia University Press). The synopsis discusses the book's two main theses: religion is an evolutionary adaptation and, as a consequence, humans are not at the center of the universe. The result of this latter point is that the universe contains profound and beautiful mysteries at which we humans can marvel but which we cannot explain away.
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  21. added 2015-07-16
    E. K. Ackermann (2015). Amusement, Delight, and Whimsy: Humor Has Its Reasons That Reason Cannot Ignore. Constructivist Foundations 10 (3):405-411.
    Context: The idea for this article sprang from a desire to revive a conversation with the late Ernst von Glasersfeld on the heuristic function - and epistemological status - of forms of ideations that resist linguistic or empirical scrutiny. A close look into the uses of humor seemed a thread worth pursuing, albeit tenuous, to further explore some of the controversies surrounding the evocative power of the imaginal and other oblique forms of knowing characteristic of creative individuals. Problem: People generally (...)
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  22. added 2015-07-16
    P. Hoburg (2015). Specifying Revolutionary Sense-Making. Constructivist Foundations 10 (3):422-425.
    Upshot: This eclectic collection of essays attempts to make sense of the complexly vexed relation between various modalities of sense-making and non-sense - a relation previously underspecified by enactivist theories and programs of research. As such, the book offers creative conceptual elaboration often augmented by analysis of experimental research in support of the enactivist approach to cognition.
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  23. added 2015-07-16
    P. Boytchev (2015). Author’s Response: Does Understanding Deconstruction Require Its Deconstruction? Constructivist Foundations 10 (3):367-369.
    Upshot: I describe my perception of deconstruction, including the controversial point of view that deconstruction is actually construction. I also provide more details about the some of the design decisions in the software, and how these affected the students’ experience.
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  24. added 2015-07-16
    I. Jones (2015). Building Bridges That Are Functional and Structural. Constructivist Foundations 10 (3):332-333.
    Open peer commentary on the article “Building Bridges to Algebra through a Constructionist Learning Environment” by Eirini Geraniou & Manolis Mavrikis. Upshot: In their article, Geraniou and Mavrikis describe an environment to help children explore algebraic relationships through pattern building. They report on transfer of learning from the computer to paper, but also implicit is transfer from concrete to abstract contexts. I make the case that transfer from abstract to concrete contexts should complement such approaches.
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  25. added 2015-07-16
    C. Kynigos & G. Futschek (2015). Re-Situating Constructionism. Constructivist Foundations 10 (3):281-284.
    Upshot: Constructionism is an epistemology, a theory of design and a theory of learning. It addresses constructivist learning in individual and social environments where bricolage with digital expressive media plays an important role. This editorial situates constructionism within constructivist discourse, and discusses the potential for constructionism to play an identifiable and important role in a wider educational discourse and theory networking. In this framework, it provides a short synthetic review of the eight papers addressing constructionism from a diversity of perspectives.
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  26. added 2015-07-16
    N. Panorkou & A. Maloney (2015). Elementary Students’ Construction of Geometric Transformation Reasoning in a Dynamic Animation Environment. Constructivist Foundations 10 (3):338-347.
    Context: Technology has not only changed the way we teach mathematical concepts but also the nature of knowledge, and thus what is possible to learn. While geometric transformations are recognized to be foundational to the formation of students’ geometric conceptions, little research has focused on how these notions can be introduced in elementary schooling. Problem: This project addressed the need for development of students’ reasoning about and with geometric transformations in elementary school. We investigated the nature of students’ understandings of (...)
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  27. added 2015-07-16
    E. Geraniou & M. Mavrikis (2015). Building Bridges to Algebra Through a Constructionist Learning Environment. Constructivist Foundations 10 (3):321-330.
    Context: In the digital era, it is important to investigate the potential impact of digital technologies in education and how such tools can be successfully integrated into the mathematics classroom. Similarly to many others in the constructionism community, we have been inspired by the idea set out originally by Papert of providing students with appropriate “vehicles” for developing “Mathematical Ways of Thinking.” Problem: A crucial issue regarding the design of digital tools as vehicles is that of “transfer” or “bridging” i.e., (...)
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  28. added 2015-07-16
    A. I. Sacristán (2015). Backwards-and-Forwards From the Unexpected: Teachers as Constructionist Learners. Constructivist Foundations 10 (3):382-383.
    Open peer commentary on the article “Learning about Learning with Teachers and Young Children” by Chrystalla Papademetri-Kachrimani. Upshot: The activities that Papademetri-Kachrimani presents in her stories create situations that lead to unexpected results, thus opening the potential for learning about learning in teachers’ professional development. These integrate modeling-based learning - arguably a form of constructionism -, and allow learners to move back-and-forth between representations in order to develop strategies and rules.
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  29. added 2015-07-16
    T. Hug (2015). Towards a Delightful Critique of Pure Reason. Constructivist Foundations 10 (3):414-416.
    Open peer commentary on the article “Amusement, Delight, and Whimsy: Humor Has Its Reasons that Reason Cannot Ignore” by Edith K. Ackermann. Upshot: Ackermann’s target article strikes a chord by thinking together oblique and rational aspects of knowing in constructivism. Her target article points out uses of humor and various ways of making sense of our experience that have been underestimated in constructivist discourse. While I can agree on the main lines of her argument, I want to argue for further (...)
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  30. added 2015-07-16
    K. Brennan (2015). Beyond Technocentrism: Supporting Constructionism in the Classroom. Constructivist Foundations 10 (3):289-296.
    Context: In 2015, we are surrounded by tools and technologies for creating and making, thinking and learning. But classroom “learning” is often focused on learning about the tool/technology itself, rather than learning with or through the technology. Problem: A constructionist theory of learning offers useful ways for thinking about how technology can be included in the service of learning in K-12 classrooms. To support constructionism in the classroom, we need to focus on supporting teachers, who necessarily serve as the agents (...)
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  31. added 2015-07-16
    C. Kynigos (2015). Author’s Response: Designing for New Mediations: A Constructionist Approach. Constructivist Foundations 10 (3):317-320.
    Upshot: The three commentaries focus on the c-book as “object,” on locating the learner in the design process and on the challenge to develop more fine-grained theory for constructionist collaborative design of educational resources. I respond to this delightfully critical discussion in three ways, addressing the c-book as a potentially new kind of mediation, thinking of constructionist collaborative designs as creativity enhancers and considering constructionism as one of the key frameworks for understanding collective designs.
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  32. added 2015-07-16
    A. Chronaki & C. Kynigos (2015). Humor as a Humble Way to Access the Complexity of Knowledge Construction. Constructivist Foundations 10 (3):416-417.
    Open peer commentary on the article “Amusement, Delight, and Whimsy: Humor Has Its Reasons that Reason Cannot Ignore” by Edith K. Ackermann. Upshot: Ackermann tackles “humor” as an agentive participant in the process of knowledge construction. Performing her thesis in her writing, she give a reflective account of how oblique ways of knowing have always been present in debates concerning epistemology, albeit not given equal status as rational ones. As such, her endeavors in this text are geared towards lifting up (...)
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  33. added 2015-07-16
    J. Mason (2015). Bringing Reflection to the Fore Using Narrative Construction. Constructivist Foundations 10 (3):334-335.
    Open peer commentary on the article “Building Bridges to Algebra through a Constructionist Learning Environment” by Eirini Geraniou & Manolis Mavrikis. Upshot: In striving to support transition or bridging between arithmetic and algebra through software, Geraniou & Mavrikis come up against the need for learners not simply to “reflect” on what they have been doing, but to withdraw from action every so often, consider what actions have been effective, and construct their own narrative to hold together actions and goals and (...)
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  34. added 2015-07-16
    S. Delarivière & J. Frans (2015). Computational Explanation in Cognitive Sciences: The Mechanist Turn. Constructivist Foundations 10 (3):426-429.
    Upshot: The computational theory of mind has been elaborated in many different ways throughout the last decades. In Explaining the Computational Mind, Milkowski defends his view that the mind can be explained as computational through his defense of mechanistic explanation. At no point in this book is there explicit mention of constructivist approaches to this topic. We will, nevertheless, argue that it is interesting for constructivist readers.
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  35. added 2015-07-16
    R. Noss & J. Clayson (2015). Reconstructing Constructionism. Constructivist Foundations 10 (3):285-288.
    Upshot: Constructionism must return to its epistemological roots to make any lasting impact on education. Constructionism should be transformed from a framework of action into ways to conceptualize and record what people actually do in constructionist environments so that theories of knowledge-building acts can be tested and the designing of those environments can be made more effective.
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  36. added 2015-07-16
    H. Gash & T. McCloughlin (2015). Embedding Technology in Pedagogy. Constructivist Foundations 10 (3):297-298.
    Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes strategies designed to help teachers use Scratch in their classrooms, emphasising interfaces between the tool and its users, between users and between hope and happening. Previous work with similar aims identified apparently significant cultural approaches to initiating constructionist practice. Questions arise about the development of practice from technocentric to pedagogic over time that may have some answers in the data accumulated.
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  37. added 2015-07-16
    C. Papademetri-Kachrimani (2015). Learning About Learning with Teachers and Young Children. Constructivist Foundations 10 (3):370-381.
    Context: Convictions arising from different, separate and distinct domains and paradigms, Papert’s constructionism, literature on play from the domain of early childhood education, complexity theory) agree in favor of a need for a shift in education that will allow children to access what Papert refers to as “hard learning” that consequently leads to “hard fun.” Problem: Nevertheless, such an achievement demands supporting learning in a manner that seems difficult for teachers to comprehend and handle. Method: In this article, we provide (...)
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  38. added 2015-07-16
    E. K. Ackermann (2015). Author’s Response: Impenetrable Minds, Delusion of Shared Experience: Let’s Pretend. Constructivist Foundations 10 (3):418-421.
    Upshot: In view of Kenny’s clinical insights, Hug’s notes on the intricacies of rational vs. a-rational “knowing” in the design sciences, and Chronaki & Kynigos’s notice of mathematics teachers’ meta-communication on experiences of change, this response reframes the heuristic power of bisociation and suspension of disbelief in the light of Kelly’s notion of “as-if-ism” (constructive alternativism. Doing as-if and playing what-if, I reiterate, are critical to mitigating intra-and inter-personal relations, or meta-communicating. Their epistemic status within the radical constructivist framework is (...)
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  39. added 2015-07-16
    W. Holmes (2015). Deconstructionism” - A Neglected Stage in the Constructivist Learning Process? Constructivist Foundations 10 (3):366-367.
    Open peer commentary on the article “Constructionism and Deconstructionism” by Pavel Boytchev. Upshot: Boytchev identifies “deconstruction” as a neglected but essential stage in the constructivist learning process. Drawing on two studies, one in a university and one in a secondary school, for which software was designed to facilitate constructionist student learning, the author argues that the first phase of learning is the decomposition of knowledge into smaller yet meaningful and reusable entities, which are used as building blocks to construct both (...)
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  40. added 2015-07-16
    P. Boytchev (2015). Constructionism and Deconstructionism. Constructivist Foundations 10 (3):355-363.
    Context: There is a movement to change education so that it is adequate to social expectations and uses the full potential of technology. However, there has been no significant breakthrough in this area and there is no clear evidence why. Problem: A potential issue explaining why education falls behind is the way educators focus on education. There is a possibility that a significant step in the learning process is routinely neglected. Method: Two different approaches to using IT in education are (...)
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  41. added 2015-07-16
    K. Makri, M. Daskolia & C. Kynigos (2015). Authors’ Response: Seeking “Power” in Powerful Ideas, Systems Thinking and Affective Aspects of Learning. Constructivist Foundations 10 (3):401-404.
    Upshot: The commentaries raise a plethora of issues, extending the article’s problematic in insightful ways. In this response, we chose to focus on two interesting views on the “powerful idea” in the constructionist sense, on systems versus causal-rule thinking and on the affective aspect of collaborative learning.
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  42. added 2015-07-16
    D. Corcoran (2015). Thoughts on Developing Theory in Designing C-Books. Constructivist Foundations 10 (3):316-317.
    Open peer commentary on the article “Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking?” by Chronis Kynigos. Upshot: As a mathematics teacher educator and “digital tourist,” I focus my response to the many questions posed by Kynigos from three perspectives. First, I outline the theories he uses to frame the reporting of the research into the design of constructionist e-books. Second, I compare his theoretical tools with design-based research as an organising framework for a research project of this nature. (...)
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  43. added 2015-07-16
    N. Panorkou (2015). Proposing a Framework for Exploring “Bridging. Constructivist Foundations 10 (3):331-332.
    Open peer commentary on the article “Building Bridges to Algebra through a Constructionist Learning Environment” by Eirini Geraniou & Manolis Mavrikis. Upshot: Geraniou and Mavrikis raise the important issue of “transfer,” when students transition from activity in technological tools to paper-and-pencil tasks. In this commentary, I contribute to the conversation by focusing on the relationship between task design and students’ development of knowledge.
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  44. added 2015-07-16
    C. Girvan (2015). Changing Teacher Beliefs: Moving Towards Constructionism. Constructivist Foundations 10 (3):298-299.
    Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: If we are to move beyond technocentricism, we need not only to equip teachers with pedagogical approaches but to support a change in their beliefs, values and assumptions. While factors such as assessment practices and institutional norms can limit the impact of professional development by considering the ways in which teachers form their teacher-identity and the factors that can motivate change, we can begin (...)
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  45. added 2015-07-16
    G. Psycharis (2015). Embedding Inquiry and Workplace in a Constructionist Approach to Mathematics and Science Teachers’ Education. Constructivist Foundations 10 (3):299-301.
    Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes ways by which teachers can be supported to bypass a technocentric view of learning with technology in the classroom, from a constructionist perspective. She reports on the development of a corresponding model of professional development by describing the elements of the model and its design principles as well as the tensions that arose while trying to support teachers’ explorations and experiences in (...)
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  46. added 2015-07-16
    A. Hjorth (2015). Body Syntonicity in Multi-Point Rotation? Constructivist Foundations 10 (3):351-352.
    Open peer commentary on the article “Elementary Students’ Construction of Geometric Transformation Reasoning in a Dynamic Animation Environment” by Alan Maloney. Upshot: Parnorkou and Maloney’s article presents an interesting, well-structured and clearly described study of children’s reasoning about mental rotations. Specifically, Parnorkou and Maloney deploy the microworld Graphs ’n Glyphs, and use it as a “window on thinking-in-change” as they observe and interview children who use it. Reading the article raised a few questions for me about the role of body (...)
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  47. added 2015-07-16
    J. Bowers (2015). Documenting the Learning Process From a Constructionist Perspective. Constructivist Foundations 10 (3):348-349.
    Open peer commentary on the article “Elementary Students’ Construction of Geometric Transformation Reasoning in a Dynamic Animation Environment” by Alan Maloney. Upshot: This commentary assumes a constructionist perspective to discuss the choice of methods, conclusions and design goals that Panorkou and Maloney make in their study of students’ activities with the Graph ’n Glyphs microworld.
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  48. added 2015-07-16
    N. Yiannoutsou (2015). Elements of Surprise in Teaching and Learning. Constructivist Foundations 10 (3):383-384.
    Open peer commentary on the article “Learning about Learning with Teachers and Young Children” by Chrystalla Papademetri-Kachrimani. Upshot: In my commentary, I focus on the concept of surprise underlying the design of the learning experience presented in Papademetri-Kachrimani’s target article. I treat surprise as a concept that integrates the creative, open and non-predictable characteristics of constructionist teaching and learning. In my analysis, I show that current technological and societal developments have made these ideas of constructionism more relevant than ever. Within (...)
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  49. added 2015-07-16
    K. Brennan (2015). Objects To Think With. Constructivist Foundations 10 (3):313-314.
    Open peer commentary on the article “Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking?” by Chronis Kynigos. Upshot: Chronis Kynigos’s article invites us to explore how to make familiar objects for learning — namely, books — more constructionist. In my response, I ask questions about the affordances and potential limitations of books as central objects, particularly about the role of the learner in relation to the objects.
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  50. added 2015-07-16
    C. Kynigos (2015). Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking? Constructivist Foundations 10 (3):305-313.
    Context: The article discusses design strategies for infusing constructionism and creativity into widely recognised media such as e-books. Problem: E-books have recently included constructionist widgets but we do not yet have creative designs for readers who may want to both read and tinker with an e-book. Method: The generation and study of a community of interest collaboratively designing e-books, with a strong constructionist element. Results: Some first examples of social creativity in the collaborative design process are discussed in the article, (...)
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