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Constructivism is defined by Dr. Orey as, "A theory stating that each individual actively constructs his/her own meaning." (Laureate Education, Inc., 2010) This means that everyone builds his or her own understanding of the world around them. Our background and individual experiences will affect how we learn and interpret what we learn.
Constructionism is then defined (also by Dr. Orey) 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., 2010) Meaning that we learn best when we actually use our leaning to create something that we can use to demonstrate what we learned. The focus of this blog post is constructionism.
One instructional strategy that lends itself very well to constructionist learning theory is, "Generating and Testing Hypotheses." Presented in the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses allows students construct their understanding by creating a hypothesis and progressing through the process of testing, revising, and re-testing their hypothesis.
Teachers can use technologies such as spreadsheets to give students "pre-selected" data for analysis. Students can then use the data to formulate a hypothesis, for example whether or not the data represents a linear function, and if so, what that function might be. Students can then test their hypothesis by using the data to create a graph and test whether or not their equation was correct. Pitler, Hubbell, Kuhn, and Malenoski suggest using a pre-created spreadsheet to have students investigate investment options by creating and testing equations in order to determine what would be the best (most profitable) investment (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Students can work on projects that can be used to improve the school community and to present information to the community at large. Teachers can work together to create interdisciplinary lessons in which students can research and address a topic that is important to the community. Teachers can use technology to collaborate interdepartmentally, but also to set up spreadsheets, wikis and other tools for the students to work together to research and then develop their final product: perhaps a presentation to the student body or even to the board of education to change a policy.
The various technologies presented this week, along with the strategy of generating and testing hypotheses lend themselves to constructionist learning theory very well. Students tend to be more vested in learning when they can create an object or artifact to demonstrate what they learned - they are essentially now teaching their audience what they learned through researching, hypothesizing, and testing their hypothesis, and by teaching us, they are making more connections for themselves to learn and recall information.
References:
Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works. Alexandria, VA: ASCD.
My son always says that he learns things better when he has to teach someone how to do a math problem or prepare a video explaining psychology terms. I agree that students interest in learning is heightened when they are active participants.
ReplyDeleteJill~ it's so true that teaching someone how to do something helps one to understand it better! I see it every day when my students help each other out on difficult math problems. After they explain to their peer, they will tell me how much more sense it makes to them. I LOVE it when that happens!
ReplyDeleteThe best learning occurs when a learner is producing an artifact. This is the basic of constructionist learning theory. This artifact can be a series of experiments, a project, or a computer based work. Beside these, one of the best artifact is a learned brain. At this point of view, teaching to another person is also a process of producing artifact with generating and testing hypothesis. Before a person start to teach he/she generates a hypothesis about how the target person can learn, and the teacher tests the hypothesis while teaching. At the and the final product, the artifact is learned brain. As Jill said in at the first comment, learning occurs best while teaching to others since it is also a fits constructionism with generating and testing hyphotesis.
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