Constructionism has different meanings for what the learner is constructing, a concrete object or an idea, and whether this construction is done through the use of digital technology. In the embodied-based environment created in this study, children carry out or “construct” a series of actions, a performance, which allows them to solve the task of directing an already programmed robot to a particular target. The activity was based on an adaptation of the Little Red Riding Hood narrative. Children played the role of rangers (instead of hunters) who had to coordinate their actions in order to help a robot (an mBot characterized as a Robot-Wolf) find Grandma’s laboratory, so she could fix its GPS. The children wore boots, which were used to interact with the Robot-Wolf. The main question we addressed was how to create this embodied-based environment for kindergarten children, and how to identify the actions children performed and the concepts they used in this construction. The research was based on the Socially-Aware Design, and the study was conducted in a school setting for kindergarten students. 26 children (11F, 15 M), between 4 and 5 years old, participated in this study. The children’s activities were recorded and analysed using the Grounded Theory methodology. The results show that the children’s performative sequence of actions is distinct from the hands-on, heads-in processes that are part of classical constructionist environments. For the children, the process and the product of their (body) “dance” were underlying their movement (perceiving and acting), working together so as to accomplish the given task in the environment.

中文翻译：

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幼儿园儿童的体验式环境：重新审视建构主义思想

建构主义对于学习者正在建构的东西、具体的对象或想法，以及这种建构是否通过使用数字技术来完成具有不同的含义。在本研究创建的基于实体的环境中，儿童执行或“构建”一系列动作，一种表演，这使他们能够解决将已经编程的机器人引导到特定目标的任务。活动改编自《小红帽》叙述。孩子们扮演护林员（而不是猎人）的角色，他们必须协调他们的行动以帮助机器人（一种被称为机器狼的 mBot）找到奶奶的实验室，这样她就可以修复它的 GPS。孩子们穿着靴子，用来与机器狼互动。我们解决的主要问题是如何为幼儿园儿童创造这种基于身体的环境，以及如何识别儿童执行的动作以及他们在这个结构中使用的概念。该研究基于社会意识设计，该研究是在幼儿园学生的学校环境中进行的。26 名 4 至 5 岁的儿童 (11F, 15 M) 参与了这项研究。使用扎根理论方法记录和分析儿童的活动。结果表明，儿童的表演性动作序列不同于作为经典建构主义环境一部分的动手、直接参与的过程。对孩子们来说，他们（身体）“舞蹈”的过程和产物是他们运动（感知和行动）的基础，共同努力以完成环境中给定的任务。