Orey (2010) describes constructionism as, “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc.). Students must be given firsthand experience to the concept or skill and as a result they need to create something. The teacher acts as the facilitator, as their students create or build their artifacts to demonstrate the knowledge they have learned about the concept or skill. Orey (2001) explains that, “learners become more accountable for their learning through designing, sharing, piloting, evaluating, modifying their work, and reflecting on the process” (p. 5).
Generating and Testing Hypotheses
“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). There are six tasks that teachers can incorporate into their classrooms to help students generate and test hypotheses: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Every teacher can incorporate at least one of those tasks to increase their student’s ability to generate and test hypotheses. As a science teacher my students make hypotheses and test them out through classroom lab experiences or demonstrations. Even though my student’s labs are directly related to the academic content standards they incorporate some aspect of problem solving. Students enjoy making predictions or hypotheses and then seeing if they are right at the end of the lab or activity. These activities also increase student collaboration and 21st century skills. Students are required to work in pairs or groups to discuss their ideas and decide on the best one. Then students will complete the lab or activity to see if their hypotheses were right or wrong.
Technology can easily be added to enhance students in generating or testing out their hypotheses. “Technology allows students to spend more time interpreting the data rather than gathering the data-a process that can be tedious and error prone” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Orey (2001) states that Microsoft PowerPoint or Word can be given to students and students will construct their own learning. Students are readily familiar with PowerPoint or Word due to them being digital natives. They will be actively engaged and at the completion of the project have an artifact they created on their own to share with the rest of the class. At the completion of an in-class lab or demonstration students can easily type their lab report, or create a chart or graph to display their results.
Constructionist learning theory can easily be adapted into every teacher’s classroom. It is important and vital that students create their own learning and learning artifacts. Students need to be given first hand, engaging experiences to the concepts and skills they are learning in the classroom. As a result students will take ownership of their learning and truly learn the concepts or skills. That information will be stored in their long-term memories until the test and the end of the year state test.
References:
Laureate Education, Inc. (Producer). (2010). “Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Reading your post made me think about just how much I enjoy thinking about thinking and that I enjoy understanding other people's thoughts, including my students.
ReplyDeleteThis lead me to wonder, is possible for a student to be a student without creating their own learning?
If so, what is the role of the teacher beyond getting the ball rolling?
I think students can learn without creating something but it takes longer and is a harder process. Students will have to be continuously introduced and practice to master it. If students create their own artifact they will learn and master the concept at the completion of creating their artifact. The information will immediately be stored in their long term memory and stored until it is needed.
ReplyDeleteSara, I would have to agree with this. I did an experiment with a class last year that was having difficulty remembering the programs in MS Office and the uses for each. I used a worksheet and web based question answer for one class. The other I had them make a brochure that would sell each product to another student. The class that did the brochure, 95% of them scored 90 or above on the quiz. The worksheet class 90% scored in the 70-80%
ReplyDeleteProject based learning may not be perfect, however i think it is the best way to store information into long term memory.
Sara,
ReplyDeleteAs a science teacher you must value the importance of gathering information. Do you think that using PowerPoint or Word for this particular strategy can be a bit of a hindrance in this process? It somewhat reminds me of the use of calculators in the classroom. If they use calculators all the time, I feel like, students are not learning HOW they came up with the end result because the calculator did it for them. Isn’t it equally important to know how they came up with the answer. With the use of PowerPoint and Word students are just inputting data instead of working of the “problem” on their own.
I feel split on this aspect. I know it helps in that they are not spending hours gathering the information however is it not part of the learning process as well?
Tania,
ReplyDeleteIf the lab focused on students gathering and interpreting their own data then using technology would hinder students learning. If the lab didn't focus on gathering and analyzing data then using technology would speed up the process and allow students more time to analyze their own results. It is funny that you bring up the calculator debate. My team's math teacher is working on her master's and asked us several discussion questions involving the use and fairness of calculators in school. I believe that calculators have a time and place in school and should not be used as a necessity or crutch.
Sara,
ReplyDeleteI see your point. I did not think of it like that.
I agree that calculators should be limited in the classroom.
Tania Rodriguez
When I think about my own education especially my K-12 education the times that stick out to me the most are the moments when I was allowed to do some hands on learning. I have a very specific memories of some middle school labs. Learning about constructivism really brought those memories to mind and motivated me to give my students more opportunities to create artifacts.
ReplyDelete