Constructionism is a major principle in contemporary education theory and a strategy for learning. There are two facets to constructionism - that learning takes place as a result of actively constructing new knowledge and that learning is effective when “constructing” or “doing” activities that are personally meaningful. It is widely accepted in educational circles that an important part of the learning process consists of “hands-on” construction. Constructionism has been supported by the success of children educational activities based on building blocks (Resnick, 1991). It is a well-established methodology for learning (Papert, 1991; Resnick, 1991). The constructionist approach uses constructive tasks to impart knowledge. Its goal is to develop creativity and motivate learning through activity. Constructionism asserts that knowledge is not simply transmitted from the teacher to students, but is actively constructed in the mind of the learner through various hands-on activities. In addition, it suggests that learners make their ideas by constructing their own knowledge structures. It has been shown that learning is more effective when it is activity-based rather than passively received (Brown, et al, 1989). The active “constructing” or “doing” tasks leads to discovery.