Constructivism & Constructionism in Practice

       This week we have moved our focus to constructionism and constructivism.  There is a difference in the two theories, although constructionism builds on the foundations of constructivism.  Constructivism is a theory of knowledge that says each individual constructs their own meaning of content, subjects, objects, etc. (Laureate Education, Inc., 2011).  One example that Dr. Orey used is that each person has their own meaning and experiences of what a chair is (Laureate Education, Inc., 2011).  Constructionism is a theory of learning that says people learn best when they have to create something and share with others (Laureate Education, Inc., 2011).  There are several different teaching strategies that can be used with these theories.  I will discuss generating and testing hypotheses, project-based learning, learning by design, and problem based instruction.

Generating and Testing Hypotheses

       Like most people when you read this heading, you probably thought of science.  I did as well before I read the chapter in Using Technology with Classroom Instruction that Works covering this strategy.  I have learned that this strategy can be useful in many subjects to complete systems analysis, problem solving, experimental inquiry, and investigation.  When I first started reading, I also wondered how these would work in the elementary grades, but as I continued to read I learned that there are many ways this strategy could be used.  An example in the book was that a student was examining the root cause of why freshman are late to class, and that it was due to locker placement.  The student used a graphic organizer and examined different causes and solutions for the problem.  This could be used with many different questions and various grade levels.  Pitler, Hubbell, and Kuhn (2012) had two recommendations for using this strategy in the classroom:

·         Engage students in a variety of structured tasks for generating and testing hypotheses.

·         Ask students to explain their hypotheses or predictions and their conclusions. (p. 204)

       You can use brainstorming software such as Kidspiration or spreadsheets with formulas already set-up.  If you use spreadsheets, students will be able to make predictions, and manipulate information to determine if their hypotheses were correct.  Spreadsheets can also save precious learning time because you, the teacher, can already have them set up as a template.  This strategy complements the constructionism learning theory because students are creating or building items, which Dr. Orey stated was the root of the theory (Laureate Education, Inc., 2011). 

Project-based Learning & Learning by Design

       Project-based learning is a strategy to engage students in continued, cooperative inquiry in complex activities (Orey, 2001).  While using this strategy, students go through a planning stage, creating stage, and a processing stage.  In the planning stage, students choose a topic, complete research, and organize information.  In the creating stage, students develop their thoughts, and coordinate with their group members.  In the processing stage, students reflect on their work, and make any necessary changes.  As Dr. Orey discussed, constructionism requires students to create and share something they build or put together (Laureate Education, Inc., 2011).

       Learning by design is very similar to project-based learning.  It focuses on different types of design, such as creating, participating, or programming (Orey, 2001).  Learning by design can take place in groups or as individuals.

       Both project-based learning and learning by design both focus on a learner- or student-centered environment.  In both types of learning students are required to take responsibility for their learning, are provided choices, and are given real-world tasks (Orey, 2001).  These two strategies also have differences.  In learning by design students create something for a pre-selected audience, whereas in project-based learning they may not have a targeted audience (Orey, 2001).  Project-based learning is generally a long-term project and involves working with others.

Problem-Based Instruction

       Problem-based instruction has students solve real-world problems and use critical thinking skills.  It is important for students to solve problems that they can connect to and understand how the content can be used from day to day.  Problem-based instruction is very similar to project-based learning.  A useful tool for this strategy is WebQuests.  Teachers can present open-ended questions to students and have pre-set links for the students to navigate through and gather information.

Websites

http://www.kathimitchell.com/quests.htm

This is a great website with WebQuests listed by content area and subject.

http://wveis.k12.wv.us/teach21/public/project/MainMenu.cfm?tsele1=3

The West Virginia Department of Education has excellent lesson plans for project-based instruction listed by subject and grade level.  Some subjects are K-12 but not all.

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://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.