[IAEP] inquiry on constructionism advantages

Yamandu Ploskonka yamaplos at gmail.com
Mon Sep 28 12:51:36 EDT 2009

I have received an inquiry on implementing constructionism from a high 
official in the Bolivian government.

Since my opinion may be biased :-), I request you help us with clear, 
simple and please objective answers (no vapor-stuff), if at all possible

1) How do constructionist pupils do on standardized tests, such as 
University entrance exams.  (please inform about other demographic 
situations besides children of highly trained scholars - most Bolivian 
kids do not fit THAT bracket, alas)

2) How do they do with usual classroom tests, especially in the 
Core question is, are alumni of constructionism better, or at least 
competitive there?  What evidence do we have to prove this?

3) Is there any evidence (objective, unbiased) as to the impact of 
constructionism in education?  The big maybe here is further impact on 
development, yes ? (I may be mistaken here, please correct)

4) any other solid, statistically valid data supporting constructionism

Please avoid treatises - I will be presenting this this week, and if 
anyone would volunteer, it may be possible to put you directly in touch 
with this official and/or his staff.  It is, or should be widely known 
that I see the current conctructionist stance within OLPC and Sugar as a 
misguided, feel-good attempt that is bound to do more harm to most kids 
than good compared to what could be achieved with a solid 
curricular-content approach, but I honestly would be happier I were 
mistaken, if determined by solid evidence.
I looooove constructionism, it just doesn't seem to me to be what kids 
need, and all in all, I wish it worked, but I cannot prove it does for 
most kids. I am certain, but cannot prove either, that it does work 
within classrooms with highly trained teachers, or for gifted kids, or 
when there is a lot of educated support from home, in any case not a 
basis to adopt it for a country like Bolivia.


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