Search results for author:"Mitchel Resnick"
Total records matched: 12 Search took: 0.173 secs
-
Sowing the Seeds for a More Creative Society
Mitchel Resnick
EdMedia: World Conference on Educational Media and Technology Vol. 2013, No. 1 (Jun 25, 2013)
In today's rapidly-changing society, people must continually come up with creative solutions to unexpected problems. More than ever before, success is based not on what you know, but on your ability to think and act creatively. In short, we are...
-
Technologies for Lifelong Kindergarten
Mitchel Resnick
Educational Technology Research and Development Vol. 46, No. 4 (1998) pp. 43–55
Discussion of the use of manipulative materials in kindergartens focuses on a new generation of computationally enhanced manipulative materials, called digital manipulatives, designed to allow all students to explore mathematical and scientific...
-
MultiLogo: A Study of Children and Concurrent Programming
Mitchel Resnick
Interactive Learning Environments Vol. 1, No. 3 (1990) pp. 153–70
Discusses concurrent, or parallel, programming languages; explains the design of the MultiLogo programming language; and describes a study of fourth and fifth graders that used MultiLogo to control robotic devices built out of Lego bricks. Three...
-
Diving into Complexity: Developing Probabilistic Decentralized Thinking through Role-Playing Activities
Mitchel Resnick; Uri Wilensky
Journal of the Learning Sciences Vol. 7, No. 2 (1998) pp. 153–72
Argues that role-playing activities can be a powerful tool in mathematics and science education, particularly in the new sciences of complexity (i.e., the study of complex systems). Two role-playing activities are described, each designed to help...
-
Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World
Uri Wilensky; Mitchel Resnick
Journal of Science Education and Technology Vol. 8, No. 1 (1999) pp. 3–19
Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)
-
Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation
Mitchel Resnick; Robbie Berg; Michael Eisenberg
Journal of the Learning Sciences Vol. 9, No. 1 (2000) pp. 7–30
Presents a set of case studies in which students create, customize, and personalize their own scientific instruments. Finds that students become engaged in scientific inquiry not only through observing and measuring, but also through designing and...
-
Making Projects, Making Friends: Online Community as Catalyst for Interactive Media Creation
Karen Brennan; Andres Monroy-Hernandez; Mitchel Resnick
New Directions for Youth Development Vol. 128 (2010) pp. 75–83
To become full and active participants in today's technologically saturated society, young people need to become creators (and not just consumers) of interactive media. Developing the requisite abilities and capacities is not a wholly individual...
-
Beyond Black Boxes: bringing transparency and aesthetics back to scientific investigation
Robbie Berg; Michael Eisenberg; Mitchel Resnick
Italian Journal of Educational Technology Vol. 10, No. 3 (Jan 01, 2002) p. 5
This article describes two years of work done under the project "Beyond Black Boxes" (BBB), which focuses on developing new computational tools and design materials that enable students to create, modify and customize their scientific instruments.
-
Alice, Greenfoot, and Scratch--A Discussion
Ian Utting; Stephen Cooper; Michael Kolling; John Maloney; Mitchel Resnick
ACM Transactions on Computing Education Vol. 10, No. 4 (November 2010)
This article distills a discussion about the goals, mechanisms, and effects of three environments which aim to support the acquisition and development of computing concepts (problem solving and programming) in pre-University and non-technical...
-
The Scratch Programming Language and Environment
John Maloney; Mitchel Resnick; Natalie Rusk; Brian Silverman; Evelyn Eastmond
ACM Transactions on Computing Education Vol. 10, No. 4 (November 2010)
Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self...
-
New Pathways into Robotics: Strategies for Broadening Participation
Natalie Rusk; Mitchel Resnick; Robbie Berg; Margaret Pezalla-Granlund
Journal of Science Education and Technology Vol. 17, No. 1 (February 2008) pp. 59–69
This paper suggests new strategies for introducing students to robotics technologies and concepts, and argues for the importance of providing multiple entry points into robotics. In particular, the paper describes four strategies that have been...
-
Programming by Choice: Urban Youth Learning Programming with Scratch
John Maloney; Kylie Peppler; Yasmin B. Kafai; Mitchel Resnick; Natalie Rusk
Annual Meeting of SIGCSE 2008 (March 2008)
This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse--an after...