Constructivism in Practice

This week we were asked to discuss how the instructional strategy, generating and testing hypotheses, correlates to the constructivist and constructionist learning theories.  Before addressing this correlation, it is necessary to first discuss these two learning theories.

Constructionism and Constructivism are terms that are often used interchangeably in the schools in which I have worked or volunteered.  If you were to conduct a search online for one of these terms, you will also get numerous hits for the other as well.  The reason is because these two learning theories are closely related to one another.  “Constructionism builds on the Constructivist Theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner.  (Orey, 2001)  Both learning theories state that learning takes place, and connections are made when students are actively involved in an activity, but the constructionist theory goes a step farther and states that, “Ideas are more likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others.  (Orey, 2001)

I believe in these two learning theories and I try to conduct lessons based on these models.  Think back to your school days?  What are some of the things you remember learning about?  I always remember the big projects, the science fair projects that I spent countless hours on, or the wooden end table I made and everything that had to be done to make it correctly.  The projects that stand out in my mind were the ones in which a great amount of my time had been invested, striving to find my own answers and make a display or object to demonstrate what I had learned.  These projects incorporated numerous subject areas and the knowledge I gained has stayed with me always. 

Generating and testing hypotheses is very similar to the constructivist and constructionist learning theory.  It too, involves putting the students in the driver’s seat, so to speak.  It allows them to generate a question or hypothesis, and then actively research to support or decline their original hypothesis (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As they research they are strengthening connections in their brain, helping them to really understand the task at hand.  Even though their hypothesis may be wrong, students will discover this on their own and have an understanding why, instead of just getting feedback from their teacher, and being left to wonder why the hypothesis was incorrect.   Learning that one’s initial thoughts were incorrect causes a disequilibration for the student.  (Laureate Education, Inc., 2010).  The student must then alter their thinking processes in order to make sense of the new material and to understand it fully. 

Technology can really facilitate the testing hypothesis process.  The Internet is a wealth of resources including text, video, and even the capabilities to chat with experts in a field.  Technology can also help students to organize the data they have collected.  In our text, Using Technology with Classroom Instruction that Works, it discusses how the use of spreadsheets can be a beneficial data collection tool.  Spreadsheets allow for students to organize their data and to manipulate it with ease.  It allows for students to use features such as the formula feature to complete computations, allowing students to focus on other aspects of the activity instead of the tedious computations.  It also increases accuracy with answering computations, increasing the likelihood that students’ revised hypothesis will be accurate since the calculations will likely be free from error (Pitler, et al, 2007). 

Technology can also be used to participate in simulations.  “Students can see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, et al, 2007).  Although it does take some time to search to find the simulation that really meets your needs, “simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (Pitler, et al, 2007). 

One simulation I have explored briefly with my high ability students this year is http://mathbydesign.thinkport.org/.  It is a simulation that allows students to create a park or an environmental center.  There are a number of tasks that must be completed, such as determining the location for the concession stands based on certain criteria.  Although this simulation is higher level and challenging for the majority of the grade, my high ability students loved the challenge and often asked to play the game in their free time. 

Another site I found was http://www.explorelearning.com/.  This site has over 450 math and science simulations for grades 3-12.  This site does require a paid membership but it does offer a great free 30-day trial period. 

The instructional strategy, generating and testing hypothesis really reflects the key components of the constructivist and constructionist learning theories.  It allows for students to be an active part of their learning experience.  The teacher’s role is to act as a facilitator and provide guidance to the students to help them successfully reach their own conclusions.  Generating a hypothesis is focusing on the big picture, or is similar to the top-down model.  Instead of learning each component and then understanding how they fit into the big picture, the students are focusing on the main topic while experiences the subtopics along the way.  The main component of each of these is that the students are constructing their own understanding of the material, making neural connections, increasing the likelihood of students retaining the content. 

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page