Abstract

Open peer commentary on the article “Constructionism and De-Constructionism: Opposite yet Complementary Pedagogies” by Jean M. Griffin.: As the name suggests, a de-constructionist pedagogy motivated by structured practice to develop skills and troubleshoot errors is opposite to constructionist approaches. And yet the model for de-construction proposed by Griffin affords complementarity to constructionist teaching and learning of introductory computer science at college level. In my response I ask questions about possible model implementations that facilitate complementary constructionist activities naturally progressing from their de-constructionist counterparts.