Constructivism in Practice

This week in my graduate course we learned about constructionist and constructivist learning theories.  The words are very similar, notice that the difference is in the “n” and “v”.  According to Dr. Michael Orey constructivism is a theory stating that each learner actively constructs his or her own meaning of information.  Constructionism is a theory that claims people learn best when they build or create something they can share with others (Laureate Education, Inc., 2010).  In constructionism learners are engaged in learning by using tools and technologies to create a product.  Some of the strategies that support constructionism are learning by design, project based learning, problem based inquiry and generating and testing hypothesis.  In my science classes the two of these that I use most often are problem based inquiry and generating and testing hypothesis.  Problem based inquiry challenges students to address real-world problems and resolve realistic dilemmas (Orey, 2010).  “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Pitler et al., 2007, p202).  An example of a realistic problem based inquiry activity that includes generating and testing hypotheses is an assignment where I present the students with information such as pictures, videos, previous research work about a widespread occurrence of deformities in natural populations of amphibians.  Some of the deformities are frogs with missing limbs or parts of limbs or with one to several partial or complete extra limbs.  The students then have to develop hypotheses about why they think the frogs have deformities.  They might come up with things like chemical pollution, ultraviolet radiation, parasites, or predation.  Any of these things could indicate an environmental problem of possible risk to other organisms, including humans.  The students use critical thinking skills to research and test their hypothesis on tadpoles.  They record their data in Microsoft Excel so they can analyze and compare it to each other’s.  In the end they create a finished product of a lab report or PowerPoint with photographs.  I let the students chose how they want to present the information.  All of these strategies correlate with the concepts of constructivist and constructionist learning theories because students are active in creating their own meaning of information and they are actively engaged in creating and building an artifact (Laureate Education, Inc., 2010).   

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and

     Constructivist Learning Theories. Baltimore, MD: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

     Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom     

      instruction that works. Alexandria, VA: ASCD.

     

From: 

http://www.eurekalert.org/pub_releases/2003-01/osu-shi011403.php

http://www.eoearth.org/article/Disappearing_Jewels:_Boxes