Microworlds and Programming, Microworlds as Vehicles for Learning
Introducing Microworlds as Means of Providing Scaffolding for Learners With Specific Needs and for Teachers to Increase Their Computational Fluency
DOI:
https://doi.org/10.21240/constr/2025/99.XAbstract
Come learn how to create microworlds which customize programming environments as a form of scaffolding for learners of specific needs, ages, or ability levels. Along the way, you will bring powerful ideas from Bruner, Perkins, and the Reggio Emilia approach to life in your teaching while developing your own computing fluency.References
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Papert, S. (1980). Computer-Based MicroWorlds as Incubators for Powerful Ideas. In R. Taylor (Ed.), The Computer in the School: Tutor, Tool, Tutee (pp. 204-210). Teacher’s College Press.
Papert, S. (1987). Microworlds: transforming education.
Papert, S. (2002). The Turtle’s Long Slow Trip: Macro-Educological Perspectives on Microworlds. Journal of Educational Computing Research, 27, 7-27.
Rinaldi, C. (2021). In dialogue with Reggio Emilia : listening, researching and learning. Routledge.
Stager, G. (1997). MicroWorlds for Munchkins. Logo Exchange. https://authory.com/garystager/MicroWorlds-for-Munchkins-ad0a367f787a947b6a0ef38f8e433cbf8
Stager, G. (2008). Learning Adventures: A new approach for transforming real andvirtual classroom environment. Australasian Computers in Education Conference 2008, ACT Australia.
Watt, D. (1985). Teacher-Made Microworlds: or Training Teachers to Use Logo Logo vs. Training Them to Teach It Educational Computing Organization of Ontario,
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Copyright (c) 2025 Gary Stager
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