Constructivism in Practice

This week, constructionist and constructivist theories were the focus of our learning resources for EDUC 6711.  Learning the differences between the the two can help us better understand our role as teachers within both theories.  Constructivism is a theory of knowledge that is based upon individuals constructing his or her own meaning (Laureate Education Inc., 2011).  Constructivism takes into account all of the different experiences we have had in our lives, which causes us all to have different views on particular topics.  I understood it best when Dr. Orey gave the example of a chair.  We all know what chairs are, but how we visualize them in our minds is based on our own personal experiences.  Constructivism is not as critical for teachers in that we often have little control over the prior experiences and constructs that have been built in the minds of our students (besides those experiences that have occurred within our classrooms, of course).

Constructionism has a greater impact for both teachers and students.  This theory focuses on creation/sharing of external artifacts in order to facilitate learning (Laureate Education Inc., 2011).  In a constructionist environment, we as teachers act as a guide; our students investigate, create, and solve problems.  This theory also uses problem-based instruction in order to solve real-world issues.  Students can focus on the “bigger picture”, while looking towards to the sources and data that will assist them in inquiring about their world.

So how can we tie these theories to the instructional strategies we utilize in the classroom?  The resources that we looked at this week provided a multitude of activities that help can create a constructionist environment within our classrooms.  Let’s take a look at the ways in which students can solve problems using inquiry-based methodologies…

When we think about students “generating and testing hypotheses”, we most often think of scientific concepts, but this strategy can apply to all content areas (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When using this strategy, students are engaging in higher-order thinking in order to solve/create solutions to a given problem/issue.  Teachers can provide students with multiple strategies (Orey, 2001), as well as a variety of structured tasks to guide students through the generating and testing of their hypotheses.  This correlates to the teacher’s role as a facilitator in the constructionist classroom. 

Technology can be the ultimate facilitator when it comes to giving our students multiple ways to test and create.  The wonderful thing about technology is that it allows students to spend more time interpreting data, rather than gathering data (Pitler, et. al., 2007).  Spreadsheets can make it simple for students to input data and see instant results – allowing the focus to be on the result and its relation to the problem at hand, rather than on the laborious process of inputting data and solving formulas.  Data collection tools further allow students to inquire about a topic.  Teachers of all subjects can use these tools in order to enhance the curriculum (Pitler, et. al., 2007).  The Internet is a data collection tool that most students use every day – whether to get the answer to a homework problem or to research a project or paper.  Students use critical-thinking in order to narrow down a topic, then let the Internet search a vast array of written, as well as nonlinguistic information (videos, charts, photos, etc.) for them to draw upon.  Again making it easier for students to solve/investigate/inquire, rather than spend their time searching through less-accessible resources. 

Web resources and software that simulates real-life situations are another form of learning that stems from the ideals of constructionism.  With simulation games and software, students are able to take their own beliefs and prior knowledge and use it to guide them through a variety of simulated contexts.  Not only are simulations exciting and motivating for students, they provide them with an experience that is authentic, yet may be impossible for the students to experience first-hand (Pitler et. al, 2007).  Simulations and gaming software also allow students to create and discover solutions to problems within a simulated environment.  In my own classroom for students with significant learning needs, I use simulation websites and software that focus on life and social skills.  My students enjoy money simulation activities by Visa.  PBS Kids also has a page devoted to middle school-age students with simulations that cover topics like bullying, spending money, and what to do when staying home alone.  I also found a great list of apps for iPod/iPad that allow kids to create and engage in kid-friendly simulations.  Check out the list at Commom Sense Media.

When I look at my own classroom, I can see firsthand the impact of constructionism.  When students are actively engaged in the learning process, through real-world application of skills that take them beyond the content standards, learning is greatly increased.  When you add technology, the same activities, simulations, and experiments become significantly more accessible and user-friendly.  They allow students to gather data and search for information with ease, from sources that are at their fingertips.  Instructional strategies, like those I have discussed, embody the theory of constructivism and constructionism.  And technology allows our students to experience maximum these learning strategies through first-hand experiences.

 

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://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.