Constructivism
in Practice
The Constructivist and
Constructionist learning theories are often confused for one another (Laureate Education, n.d.). The constructivist
learning theory supports the individual knowledge and understanding of each
student (Laureate Education,
n.d.). The constructionist learning theory is focused on how a student learns
best and that is by building an artifact that can be shared with others (Laureate
Education, n.d.).
Through this
weeks readings I explored the instructional strategies of generating and
testing hypotheses and how technology can be embedded in them. When students
generate and test hypotheses they must be actively engaged in complex mental
processes (Pitler, H., Hubbell, E. R., & Kuhn,
M., 2012). Those students who are actively engaged in the problem solving tend
to have a better understanding of the concepts to be learned (Pitler et. al.,
2012).
The use of technology to generate
and test hypotheses can notably enhance the time it takes and the understanding
of new information for students (Pitler et. al., 2012).
When
students begin learning about a topic, they often come to the table with some
knowledge about that topic already. Utilizing organizing and brainstorming
software can help learners to store and organize the information they have and
the new information they are to gain. This process of gathering new
information, connecting it to what is already know, and gaining a new
understanding of the information falls in line the constructivist theory.
Instructional interactives such as
simulations and games provide students with engaging learning environments
(Pitler et. al., 2012). One of the key components of constructionism is that
students be actively engaged in the learning process (Laureate
Education, n.d.). Instructional interactives are often fun and engaging, which
help students’ motivation and retention to learn the new information (Pitler
et. al., 2012).
Reference
Laureate Education (Producer). (n.d.-e). Constructionist
and constructivist learning theories [Video file]. Baltimore, MD:
Author
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works (2nd ed.). Alexandria, VA:
ASCD.
Mrs. Hicks Marshall
ReplyDeleteI wonder how the instructional activities like simulations and games truly work with constructionism. I say this because you start off by explaining that the approach requires students to create an artifact. However, what artifact is created by a simulation or game? Unless the students are creating the simulation/game themselves after learning how to or about a specific topic.
How does your use of organization and brainstorming software utilize the constructivist approach as opposed to being primarily cognitivism from last week?
Hi Mrs. Hicks Marshall,
ReplyDeleteGreat job summarizing the constructionist learning theory and the difference between this and the constructivist theory. I was confused between the two until I started reading this week’s resources. The fact that they sound so familiar confused me right from the start.
Generating and testing hypotheses is such a great way for students to learn different material. If I had my own set of chromebooks, I would be utilizing this instructional method much more frequently. This instructional strategy ties in great with project based learning. Over the years, I have been learning how lessons are much more effective when it revolves around students to create it and design it and figure out the problem or find the answers on their own. I feel like the information “sticks” more than if a teacher were standing at the front of the room and lecturing.
Great insights!
-Val Gasparino
Val,
DeleteThanks so much for your response! I completely agree that students retain the information much better through project based learning than if a teacher were to be lecturing all the time.
Thanks again!
Valerie
Valerie, "The use of technology to generate and test hypotheses can notably enhance the time it takes and the understanding of new information for students (Pitler et. al., 2012)." is an ideal statement to capture the ideal value of adding technology with strategy to the teaching and learning process.
ReplyDeleteThis is so because the study of the theories have provided teachers with an opportunity to understand how individuals learn and what can be done to enhance the process by identifying the prior knowledge and building on that knowledge in whatever way possible. Hence, the utilization of organizing and brainstorming software that aids learners in making learning more meaningful.
Good perspective...
Nadine
Thanks for responding Nadine!
Delete