Kim, K., & Psenka, C. E., & Jackson, K. S., & Haapala, K. R. (2015, June), Constructionist Learning for Environmentally Responsible Product Design  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23737

\bibitem{asee_peer_23737}
  Kim, K., \& Psenka, C. E., \& Jackson, K. S., \& Haapala, K. R. (2015, June), \emph{Constructionist Learning for Environmentally Responsible Product Design}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23737

Kyoung-Yun Kim, Carolyn E Psenka PhD, Kathy Schmidt Jackson, and Karl R Haapala.  "Constructionist Learning for Environmentally Responsible Product Design".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23737 Internet.  23 Feb, 2025

\bibitem{asee_peer_23737}
  Kyoung-Yun Kim, Carolyn E Psenka PhD, Kathy Schmidt Jackson, and Karl R Haapala.
  "Constructionist Learning for Environmentally Responsible Product Design".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23737 Internet.  23 Feb, 2025

@INPROCEEDINGS{asee_peer_23737
author = "Kyoung-Yun Kim, Carolyn E Psenka PhD, Kathy Schmidt Jackson, and Karl R Haapala"
title = "Constructionist Learning for Environmentally Responsible Product Design"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23737}
number = {10.18260/p.23737}
}

TY  - CPAPER
AB  -   Constructionist Learning for Environmentally Responsible Product DesignXXX University, XXX University, and XXX University are developing a distributedcyberlearning environment to facilitate the consideration of different human controlled/initiatedimpacts on the natural environment through team-based and personalized design activities. Thisinteractive learning environment, Constructionism in Learning: Sustainable Life CycleEngineering (CooL:SLiCE), supports a constructionist line of inquiry within design practice toenable students to attain a deeper conceptual understanding. Constructionism, an expansion ofconstructivist learning theory, is a term coined by Seymour Papert to depict “learning by making.”Constructionism is concerned with learners’ engagement in building personally meaningfulartifacts and their related creative and re-creative activities that represent the developmentalcycle. Recognizing that learners are involved in complex activities that require thinking,reflecting, and interpretation of the same reality, complex education design (CED) will be usedto design the proper learning framework.The envisioned learning environment will provide sustainable life cycle engineering knowledgefor personalized design activities. Given that human/consumer behavior related to sustainabilityis complex, this project seeks to study facets of “sustainable product design complexity”(including components, interconnections, and functionality) and “educational design complexity”(from the constructionist learning approach with its three epistemological principles ofcomplexity, instability, and inter-subjectivity). Sustainable product design complexity has multi-dimensional implications for a designer’s choices due to the difficulty of assessing consumerattitudes toward sustainability and understanding how consumer behavior coincides withattitudes. Students face similar challenges in learning contexts as sustainability itself is acomplex domain with multiple technical disciplines (components), interactions among them(interconnections), and purposeful uses (functionality). Within a sustainability learning context,some students need more support, while others thrive on autonomy. In accord with aconstructionist approach, CooL:SLiCE aims to allow customization to facilitate students’learning needs.This paper focuses on assessing sustainable product design complexity and educational designcomplexity to support the constructionist learning method. In this work, we hypothesize thatdifferences in the level of needed autonomy exist between first year undergraduate learners andupper classmen, and that the developed CooL:SLiCE environment can moderate thesedifferences. The eventual goal is to use assessment items developed from this study to test theappropriateness of the CooL:SLiCE framework (e.g., for the effectiveness of constructedknowledge in deep learning, the impacts of different autonomy levels on student learning, andlearners’ engagement). Finally, this research discusses how the assessment items can explain therelationship between constructionist learning and deep learning for environmentally responsibleproduct design.
AU  - Kyoung-Yun Kim
AU  - Carolyn E Psenka PhD
AU  - Kathy Schmidt Jackson
AU  - Karl R Haapala
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Constructionist Learning for Environmentally Responsible Product Design
UR  - https://peer.asee.org/23737
DO  - 10.18260/p.23737
ER  -