Han and Bhattacharya (2001) assert that constructionism is
built upon the foundations of the constructivist theory of jean Piaget that
knowledge is actively constructed in the mind of the learner. However, for the constructionist learning is not
simply a mental construct, but must also include the creation of an artifact. This artifact may be a physical but it could
also be a digital one.
Generating and testing hypothesis is an instructional
strategy that uses the constructionist learning principles. My first impression of the strategy was that
it dealt with the scientific process, however further reading led me to the
conclusion that this is something that applies to other areas, and that
teachers in other subject areas engage in it all the time without even
realizing it. Pitler, Hubbell, Kuhn, and Malenoski (2007)
identifies six processes by which learners can generate and test a hypothesis,
namely systems analysis, problem solving, historical investigation, invention,
environmental inquiry and decision making.
Inherent in each of these processes is that it is the student playing
and active role in the generation and testing of the hypothesis, while the
teacher simply plays the role of the guide on the side. Three technological tools are explored for
the purpose of generating and testing hypothesis including spreadsheet
software, data collection tools and web resources.
Spreadsheets allow abstract concepts to come to life and
provide greater opportunity for critical analysis and interpretation of data. By using spreadsheets and a realistic
scenario the learner makes his/her own determination about best choices while
eliminating the tedious chore of calculating values. This strategy allows the learner to focus on
the objectives of the lesson rather than the mechanics of the activity thereby
leaving more time for critical thinking and analysis of the data (Pitler et
al., 2007). The activity is learner-centered
in that the students themselves generate and test their hypotheses; it is
collaborative and involves the construction of an artifact to display their
results. Web resources such as
simulation software also allow students to generate and test a hypothesis by allowing
them to observe the outcome of a particular decision. The simulation allows the students to
manipulate as close to a real-world situation as they can and test the impact
of their decisions.
This week we also explored project learning tools. The webquest was of particular interest
involving the development of projects using resources from the web. Templates and examples available at www.webquest.org facilitate the easy and
efficient formulation of webquest activities.
Again this fit directly into the constructionist realm as it involves
the construction of knowledge by the learner through the creation of an
artifact. No longer is project based
learning limited to physical constructs.
Technology has opened up the possibilities of this strategy to many
other subject areas.
References
Han, S., and Bhattacharya, K. (2001). Constructionism,
Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that works.
Alexandria, VA: ASCD.
4 comments:
Amanda,
I think we are very lucky educators becuase we get to watch as our students learn together through exploration. Gone are the days when the teacher stands at the front of the class all day and just lectures. I for one am very glad that those days are gone. Don't get me wrong I know we still have to get new information to our students but we do not have to stand at the front of the class all period or all day. I really like this learning theory because when students can gather data and test it to see what the outcome is really shows how intesting each of our students are. It also gives each student the chance to really build his or her self-esteem by being an active part of a group or pair.
Having the technology available to us for 21st century learning just heightens the ways we can engage our students and watch them grow.
Gayle
Hello,
Have you heard or tried explorelearning.com. This website allow students to generate and test hypothesises using simulations called Gizmos. Our district has bought this for us to use and it is awesome. They have gizmos for grades 3-12, but some of them can be used whole group with the primary students. This is an excellent example of constructivism.
Gayle, I so agree with you. It is hard to imagine standing in front of classes for an entire day sometimes lecturing to students. Learning about the different theories and how technology can be applied to them provides so many options to us as educators.
Amanda
Amanda,
We have come a long way from doing research with large encyclopedias and note cards! The students are now such an active part in their learning, and how they can find information. When we talked about virtual field trips last week, it is just another amazing adventure we can take our students on. This is what constructionism is all about. We need to make our students take ownership of their learning and we as educators are the facilitators.
So much of our technology help facilitate our students' learning and to generate their creativity. When they realize what they can do I am sure we will be amazed at the results.
The techniques can be used in any subject area and we need to open our minds to what can be done. I am excited to continue my work with all the knowledge and implement it into my lessons.
Betty
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