Constructivist/Constructionist Learning Theories
According to Dr. Orey, “people learn best when they build external artifacts or something they can share with others.” (Laureate Education, Inc., 2011). This is the central belief of constructionist learning theory. Pitler, Hubbell, Kuhn, & Malenoski support this theory and suggest teachers assist students in generating and testing hypotheses through many ways including: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (2007).
In system analysis, a student studies a system and then makes predictions about how the system would alter if one part of the system were to change. This connects to constructivist and constructionist learning theories by taking this strategy to the next level: testing the predictions. One way in which this could be done is through online simulations. Students can manipulate changes in different aspects of the system and record the various effects.
Problem solving requires students to be creative in finding ways around obstacles. There is no single correct way of solving problems, which can be frustrating for students. Constructivist theory states that individuals actively construct their own meaning, and therefore, each individual may interpret information differently.
Historical investigations allow students to form their own conclusions regarding a situation based on the facts known. This allows students to take a position and defend their choice. Again, there is no single correct way to approach this project and students will interpret facts in different ways.
Invention is at the heart of these theories. When students are given a problem and then build something to fulfill the need, they are actively involved in the learning process.
Experimental inquiry occurs when students study something, question how or why change occurs, and then test their theories. Students again interpret facts differently and then are able to test their hypotheses. When students pose their own questions, they are more motivated to see the results.
Decision making includes students actively weighing options and deciding which choice makes the most sense to them based on certain criteria. This enables students the freedom of constructing personal meaning which may differ from other classmates.
Resources
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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I like the connection you made to online simulations. I posted earlier this year about using online historical simulations in my classroom. Integrating this week's idea of generating hypotheses prior to participating in the online simulation would really add a deeper level of comprehension to my lesson.
ReplyDeleteSarah,
ReplyDeleteI like how you outline and provide a variety of constructivist approaches in your post. This shows that there are definitely many ways to incorporate this theory into a classroom. Which is your favorite approach? In the Kindergarten classroom I like to use experimental inquiry. Children at this age are very eager to discover how the world around them works and make sense of it all. As a teacher I absolutely love the look in their eyes when that new knowledge is constructed and they finally feel as if they have became a part of the bigger picture by developing their own understanding. Plus, these experiences allow me to make learning more meaningful for them!
Angel
Mrs. Williams,
ReplyDeleteI like your comments geared towards students being able to find their own understanding via problem solving. The constructivist theory is geared towards students who are capable of finding a solution to a problem on their own. Also, the path a student takes to find a solution may not necessarily be the same path the teacher led he or she down. If the situation occurs, I believe teachers should focus on the end result and not the process.
Jay,
ReplyDeleteSimulations are a powerful tool in the classroom. I also use them when possible. I agree that having students create hypotheses prior to the simulation assists in creating deeper learning experiences, especially when you reflect afterward to see if the hypotheses were correct. I try to convey the message that it is okay if the predictions were incorrect and emphasize the importance of the learning that took place due to the simulation. I recently found an online simulation where students manipulated different designs for rockets and then launched the rocket. My students really enjoyed the project.
Angel,
It sounds as though you create powerful learning experiences for your students. My favorite approach is problem solving. In my engineering class, I provide a situation and a variety of materials from which my students can choose. I then coach them as they work toward their goal of solving the problem. I prefer this kind of student-centered learning rather than teacher-centered.
Jason,
I agree with your comments about problem solving. There are many ways to solve problems and I encourage my students to be creative rather than solve problems in the same way.