Constructivism in Practice
Constructivism and constructionism are learning theories, that are used in education today. Constructivism states that a student will actively construct their own meanings of information, where constructionism is where the students will be able to lean next when they can build some kind of tangible artifact or something they are able to share with those around them (Laureate Education Inc., 2011). Constructionism can be very beneficial to the students, as they are more engaged with the learning process as they are creating a product that they have designed. Some students learn best by creating and constructing concepts they have learned into some kind of object or product they they are able to relate to their lives.
There are several strategies that support the constructionism and constructivism learning theories. The first strategy is having the students to generate and test hypotheses. This is usually done in science, but can be done across the curriculum. When the students area able to generate and test their hypotheses, they are actually engaging in a complex mental process, applying the content knowledge like facts and vocabulary, along with enhancing their understanding of the content that was presented to them (Pitler, Hubbell, & Kuhn, 2012). There are four processes that a teacher is able to use to enable the students to generate and test their hypotheses, they are systems analysis, problem solving, experimental inquiry and investigation. A teacher first needs to give the students a model for the processes and use familiar content to teach the students the steps (Pitler et al., 2012). This strategy supports the constructionist theory, as the students are engaged and involved in creating a final product. When the students are able to generate a hypothesis about something, they are using problem solving skills, and learning how to make predictions. When they are ready to test that hypotheses, the students will be able to create some kind of project that will help them form their conclusions.
Technology can be easily incorporated into this strategy. A teacher can easily use an Excel spreadsheet and have the students test different kinds of hypothesis. A teacher can also use simulations and games that will allow the students to apply their background knowledge to make predictions, receive feedback and see the outcome of their hypothesis (Pitler et al., 2012).
The second strategy is learning by design. Learning by design emphasizes the value of learning through creating, programming or participating in some other kind of designing and will create a rich context for the students to learn in (Orey, 2001). Learning by design also values the final product just like the constructionism, though it promotes students to be part of the design process as they create the products. Technology can be used in the learning by design model. A teacher could have the students design a project by using the computer. There are several programs that the students could use that could help them with designing a project. One program that is used a lot is Coral Draw, which is a drawing program.
The third strategy is project based learning. This is a comprehensive instructional approach to engage the learners in complex activities (Orey, 2001). The projects that the students should be working on are complex and should be based on an essential question or questions, and have some kind of meaning in a students life. When an educator is using project based learning they will be helping their students have more motivation, which will lead to them becoming more engaged in their learning. Constructionism is reflected by project based learning by creating a student centered learning environment and it has an emphasis on artifact creations as part of the learning outcomes based on authentic real life experiences (Orey, 2001).
Technology can be easily incorporated into project based learning. A teacher can have the students do a project on the computer using Microsoft Publisher. One project that I think would be fun to do with students is a brochure about the state that they live in. They could use Microsoft Publisher to create the brochure and add pictures, along with information on the state.
The fourth strategy is problem based learning. This is used as an effort to challenge the students to address real world problems and to resolve them (Orey, 2001). The problems can have multiple answers and the students will need to work collaboratively to address the possible outcomes. By using problem based learning, an educator is working towards having the students learning to be driven by the context of the problem and not be bound by an all ready established curriculum (Orey, 2001).
Another strategy is to use web quests. A web quest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the using the Internet (Webquests, 2008). They usually include an introduction about an essential question or problem. Once the introduction is over with the students will then have the opportunity to explore their task, research information and eventually be able to come to a conclusion. Webquests can be short or they can be used as unites, they will sometimes involve group work, are usually built around the resources that are preselected by the teacher and the students will be able to spend their time using information instead of looking for it (Thirteen Ed, 2004).
In conclusion, I feel that any of these strategies that were discussed meet the constructionism principles. They have the students construct a final product, they are learner centered and the tasks are relevant to their lives. Using technology in constructionism, will allow the students to be able to research, record and present their projects. Technology will also give the students a chance to present their products to their peers around the world if they choose to, which could help them have a more meaning learning experience.
Here are some links with more information on constructionism:
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. & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD
Thirteen Ed. (2004). Webquests. Retrieved from: http://www.thirteen.org/edonline/concept2class/webquests/
Webquests. (2008). What is a Webquest? Retrieved from: http://webquest.org/
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4 comments:
I was especially impressed with the Excel this week in our resources. I myself do not use Excel much and I realized that this was a hindrance to myself and students. I would like to include a lesson or two next school year that enables students to use Excel in the classroom.
I also loved the WebQuests. I have done research with students and bookmarked sites for them to use to answer questions discussed in class. I like the idea of the all the information students will need for a particular problem or question being in one place. The can click on links and all the resources they need to begin will be there. This allows me to spend more time facilitating and answer questions about the topic, than questions about how to get to their resources or navigate and type in the different sites. Thank you for sharing these wonderful resources.
Tracy
Lori,
Creating a brochure using Microsoft Publisher is a wonderful idea. We actually did a project similar to the one you mentioned at our school. Since our students had been learning about communities, maps, our world and the world around us, our third grade team thought it would be appropriate for them to demonstrate what they have learned in creating a brochure of a state using Microsoft Publisher. Each student drew a state from a hat and was required to include the following on the brochure; physical description, size, topography, state flag, bird, flower, population, natural resources, etc. It was a fun project and the students learned a lot. Each one had to present their information to the class. After that, their brochure was displayed in the Media Center. Even though there were students who encountered issues like lack of technological support and parental guidance, to name a few, but those that completed the project successfully felt very fulfilling. Constructing a product like the brochure was a meaningful experience for them.
Tracy,
I actually have a lot of experience with Excel, when I was in high school, I took some business classes and ended up doing competitions with Excel. It was kind of fun and it gave me experience on how to use it. That same business teacher also had me do competitions with Word as well.
Mayeva,
That is great that the third grade students did a brochure of the state. I have been wanting to use Microsoft Publisher more often, and I love the idea of the students creating brochures about the state they live in after they have completed the unit. Brochures give the students a chance to be creative and share what they have learned. Thanks for sharing your experience with them.
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