We explore the characteristics of children’s construction of dynamic systems in a school context. This is done through
analyzing children’s activities when working hands on with a modelling task, and also through informal interviews and
exhibitions where children described their work to peers and teachers who had not taken part in the activities. Our results
suggest that handling the technology, relating to others, and negotiating ideas, are prominent aspects in these activities.
Based on these results, we discuss the different activities involved in learning to create digital constructions and how
these relate to several important topics that are emphasized in educational research that draws on socio-cultural
perspectives on action and learning. These include the social context, the role of artefacts and technology, and the ability
to articulate, express, and discuss.
2004. 181-188 p.