Micro Bit - Constructionism

The device

Micro Bit is a pocket-sized programmable computer that gives the student the principal role of its coding and electronics learning. It is necessary to frame this educational tool under the constructionism paradigm, establishing that significative learning happens when learners construct processes with others (Donaldson, 2014). The mainframe comes with several features, including a LED Display, buttons, some sensors, an accelerometer, and a compass that allows the student to create simple electronic devices. MicroBit can be programmed through all code languages, which increases the complexity of going from block-based programming to JavaScript and C++.

Using the device to foster creativity

Learning how to code electronic devices is an ability students can develop hand by hand with creative thinking. Easily connected with other tools already discussed on this blog, such as 3D Printing and Thinking Design, coding a MicroBit gives the fundamental that unlocks a fertile land for problem-solving. The design of the device itself and the online platform for programming is ideal for the first steps of coding for its simplicity. As taught in the tutorial, explaining essential code functions and asking students to develop projects is often a suitable methodology for teaching how to code.

Using Micro Bit under a project-based learning approach can quickly turn coding an electronic device into an opportunity to learn significant in other subjects' content. The Micro Bit webpage includes 14 projects, involving all subjects teachers can use with their students 9 - 14 years old. Knowing the impact that participating in meaningful tasks has on students' creativity (Beghetto & James, 2013), projects for energy awareness, recycling, bio-diversity, animal protection or even the common volcano biology project can become an opportunity for fostering the creativity of students while coding.

Motor form water project made by Álvaro Pérez and Shah Garcia

The teacher instructional approach can help to explote the capacities that MicroBit has for students' creativity. Here are some recommendations based on the Bergueto and Kaufmman model (2014) of creativity and the teaching model by David in the tutorial.

• Giving a clear goal and the materials to achieve the project are the constraints that initial learners on coding electronic devices need.

• Makin, a collaborative project between all the students, helps give more meaning to the task. For example, making a farm or a city.

• Proposing meaningful and challenging tasks, like asking

• Before doing a project, students must learn electronic sensors' essential functions and coding features. Then students are ready to solve a challenging task with the supervision of the teacher

• Having the student reflect on the stress and high emotions of designing an electronic project can help them develop their creative metacognition.

Limitations

All the features that the set of Micro Bit offer may be enough to guide elementary students on their coding abilities. In high school and undergraduate courses because of its simplicity. It is better to jump to more complex and basic devices such as an Arudino or a Galilieo. Lastly, as a technical orientation, it is important to realize that a USB connection on the computer is necessary for loading the program into the bit.

References

Beghetto, R. A., & Kaufman, J. C. (2013). Fundamentals of Creativity. Educational Leadership, 70(5), 10-15.

Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247

Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism. Hybrid Pedagogy. https://hybridpedagogy.org/constructionism-reborn/

Micro: Bit. (n.d.) Lessons. Microbit Access on April 8 2023. https://microbit.org/teach/lessons/?filters=age-07-11yrs