Applying a Constructionist Frame to Learning about Sustainability

Abstract

Sustainability as a concept is by nature complex and elusive and therefore difficult to address. Creative thinking is thought among the core abilities needed to be fostered for developing a more integrated under- standing of sustainability issues and for achieving a more sustainable world. We argue that Construction- ism offers an appropriate frame of identifying and fostering creativity by viewing learning as an experien- tial process of collaboratively generating new ideas and meaningful digital artifacts through the active engagement with microworld. The study reported in this paper is based on the design and implementa- tion of a pedagogical intervention aiming to engage students in creatively tinkering with a game mi- croworld along with the concept of sustainability. Our analysis focuses on one group of students and exa- mines how ideas and shared understandings of sustainability emerge and evolve along with the creation of a “sustainable city” digital game and through the students’ constructive interaction with a related mi- croworld.