Examining the Affordances of Open Science in Constructionist Learning Regimes

Potential Abstract:
Abstract: This research article investigates the potential of open science in supporting constructionist learning regimes. Drawing on the principles of constructionism and the evolving landscape of open science, we explore the affordances provided by open science practices in the context of engineered learning environments. Open science emphasizes transparency, collaboration, and accessibility in research, and has gained traction in various disciplines. However, its potential in the field of education and its alignment with constructionist pedagogies remain underexplored. This study aims to bridge this gap by examining how open science can enhance constructionist learning environments, and the implications for educational research and practice.

We employ a mixed-methods approach, including both quantitative and qualitative data collection and analysis. The study is conducted within a sample of educational settings that have adopted constructionist pedagogies. Through surveys, interviews, and observations, we investigate the perceptions and experiences of educators and students regarding the affordances of open science practices. Specifically, we explore how open science can foster collaboration, knowledge sharing, and innovation in constructionist learning environments. We also examine the challenges and barriers that educators and students encounter when integrating open science practices within constructionist pedagogies.

The findings of this research contribute to the existing literature on constructionism, open science, and educational technology. By illuminating the potential synergy between constructionist learning regimes and open science, this study informs educational researchers, policymakers, and practitioners about the opportunities and considerations in integrating open science practices within constructionist pedagogies. Furthermore, this research serves as a catalyst for further exploration of new educational paradigms that leverage the affordances of open science, promoting transparent, collaborative, and inclusive approaches to learning and research.

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