Published 2024-09-15
Keywords
- LEGO; 3D design; technological thinking; constructionism; technology education; spatial visualization
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This reflection article considers the pedagogical potential of LEGO as a teaching aid for developing three-dimensional (3D) design and technological thinking competencies in the school context. The reflection is supported by a documentary review of studies published between 2019 and 2024 on constructionism, technological thinking, 3D design and spatial visualization, design thinking in K–12 education, and educational robotics, supported by classical theoretical references. It is argued that the articulation of physical construction with LEGO, 3D modeling, and problem-solving benefits processes of representation, functional analysis, iteration, evaluation, and improvement of solutions. It is also argued that LEGO promotes spatial reasoning, systems understanding, applied creativity, and technological decision-making when it is used as a teaching device with pedagogical intentionality rather than simply as a playful resource. Finally, teaching guidelines are proposed for designing classroom experiences centered on prototyping and design.