Constructionism Strategies

Of the learning theories discussed so far, constructivism / constructionism is my favorite because, as an advocate for life-long learning, it is highly engaging and motivating to students.  Although it may seem like the two terms are interchangeable, there is a slight difference.  Dr. Michael Orey describes the difference between constructivism and constructionism in the following statement.  “Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning.  Constructionism is a theory of learning that states people learn best when they build an external artifacts” (Laureate Education, Inc., 2011).  The terms compliment each other, but constructionism is what is most likely to be implemented in a classroom. 

Elements for inclusion of constructionism in the classroom include defining expectations, discussing the assignment, exploring multiple strategies, inquiry, presentation of work, projects, collaboration, working with professionals, and engaging in authentic tasks (Orey, 2007).  Two of the instructional strategies that correlate well with constructionism are “Generating and Testing Hypotheses” and “Project-Based Learning.”  Both can involve using technology to create an artifact in response to an authentic task. 

In generating and testing hypotheses, there are six tasks teachers can use: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, Hubbell, Kuhn, & Melenoski, 2007).  Technology can be used to aid in the testing of the hypothesis and can vary from using data collection tools to manipulating data inside a program, such as Excel, or Google Spreadsheets.  Regardless of the data used, it should be within the context of a real, or authentic situation.  For example, in a unit on investing and saving money, a spreadsheet can be used to calculate how various accounts grow over time.  The students would first make a prediction, or hypothesis to test.  Then, students can use a spreadsheet to compare their prediction to the actual outcome and make a decision as to what type of investment they should make (Pitler et al., 2007).  This is the type of decision that many adults have to make and can involve financial planners in the community to provide a professional connections.

In addition to spreadsheets or probes, the Internet is a data collection tool (Pitler et al., 2007).  Global Schoolhouse allows students to share and compare vast amounts of data which provides more accuracy in measurement in order to hypotheses.  Other web resources can provide interactive environments for students to use background knowledge, make decisions, and test their hypotheses in situations that may be impossible inside a classroom (Pitler et al., 2007).  Regardless of the method used to gather the data, students still have to evaluate it and synthesize the information from their research in order to create an artifact to present their findings.

Besides data collection, simulation websites allow students to test their hypotheses through the manipulation of a scenario.  For example, Smog City allows students to observe the affects of weather, population, and emissions on a city’s ozone levels (Pitler et al., 2007).  I recently used a simulation website, Volcano Explorer, for a concept mapping lesson that allows students to manipulate viscosity and gas levels to generate various types of volcanic eruptions. 

Project-based learning is similar to generating and testing hypotheses in that it is also centered on an inquiry process that requires students to choose a topic, conduct research, and synthesize their findings culminating in an artifact (Orey, 2007).  “Constructionism is reflected in project-based learning by the creation of a student-centered learning environment, and emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives” (Orey, 2007, p.10).  Often, project-based learning may be graded with a rubric that is given ahead of time to students so they know the expectations for the project.  Students can work together to create an artifact that reflects their growth as a student.  This may involve reaching out to resources beyond the classroom, such as professionals in the community.  Students move through three stages when constructing their knowledge and artifacts about the topic: planning, creating, and processing (Orey, 2007).  There are a variety of online presentation tools, such as Prezi, that can aid students when access to more popular software, such as Microsoft PowerPoint, is not available.

Both project-based learning and generating hypotheses to be tested help students achieve equilibrium, balance between external reality and current beliefs, by assimilation and accommodation of new knowledge (Laureate Education, Inc., 2011).  Students are engaged in learning and the process of creating an artifact using tools and technologies to resolve any disequilibrium that may exist in a student’s mind (Laureate Education, Inc., 2011).  What experiences do you have with incorporating constructionist learning in your classroom?  If you had to give one piece of advice to a teacher who is new to incorporating these strategies into their classroom, what would it be?  What has been the biggest challenge?

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.