Consturctivism in Practice

Generating and Testing Hypotheses instructional strategies correlate with the principles of constructionist theories by engaging students with complex questions and problems that enhance their understanding of content. Through complex questions that involve “real world” learning experiences, students become more involved and deepen their learning. Dr. Orey describes constructivism as “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010). This helps students develop a stronger connection, which helps with memory and retention of learning.

Pitler, Hubbell, Kuhn and Malenoski (2007), mention six types of strategies that are associated with generating and testing hypotheses: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, and Decision Making. System Analysis gives purpose and describes how parts interrelate. Problem Solving helps identify goals and obstacles and solutions. Historical Investigation allows students to analyze and seek evidence to determine outcomes. Invention helps identify situations, brainstorm ideas, and revise solutions. Experimental Inquiry is the explaining of results and observations from experiments. Decision Making examines the outcomes and select criteria to determine validity of conclusions.

Technology plays a significant role in constructivism by providing students more time to spend on interpreting data compared to gathering data. According to Pitler, Hubbell, Kuhn and Malenoski (2007), “Interactive spreadsheets help students make informed predictions, collecting data, analyzing data for patterns, and revising their original work” (p.204). Along with quick feedback, students use critical thinking skills to make predictions. Data collection is another technology tool that gives students a way to interpret information. Pitler, Hubbell, Kuhn and Malenoski (2007), describe “data collection tools as resources that enable students to see the bigger picture and recognize patterns” (p. 210). Students that are able to interpret data quickly and accurately have more time to assimilate or accommodate predictions. Technology tools, such as Web Resource, are a good way to engage and motivate students through interactive simulations and games. This tool can strengthen retention and memory by having students access background knowledge and make predictions. Web Resource lets students investigate and create solutions to answer problems.

Constructivist theories help students to gain knowledge through creating and building external artifacts to new ideas. These types of activities help create a deeper meaning and learning experiences that lead to better understand and memory. It also allows the learners to be part of the learning process to help keep students engaged and motivated through the lesson.

References

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. 204-210 Alexandria, VA: ASCD