Mitchel Resnick

Abstract

The Constructionist approach to education goes beyond traditional hands-on activities in that it aims to give children more control over finding and defining the problems they work on. But the goal of "making projects personal" is not necessarily easy to achieve. This paper examines a collection of LEGO/Logo projects from a teachers' workshop, exploring the factors that led to a flourishing of personally-meaningful projects. In particular, it discusses the importance of diversity in Constructionist activities.