Constructionism in the Classroom

According to Dr. Orey, Constuctionism is “A theory of learning that states people learn best when they build an external artifact of something they can share with others” (Laureate Education, Inc., 2011). This is something that I know I strive to do in my classroom each time I look to start a new unit. I try to find something that the students can create, whether that is an artifact, as you would do in product-based learning, or a solution to a problem, as you would do in problem-based learning.

I think one of the more interesting recommendations given to us this week in our resources is this, “Use a variety of structure tasks to guide students through generating and testing hypotheses” (Pitler, Hubbel, Kuhn & Malenosk, 2007). I teach science to four different grades, including the junior high grades at my school. In science, we really touch on the importance of the hypothesis, but something we do not do a lot of making sure the students are able to come up with their own. What I mean by that is I tend to lean more towards the directed inquiry learning method, and I believe that one of the aspects that I need to be teaching in science in more of an open-inquiry method. I believe that this idea of being able to come up with a hypothesis and then test it is really important to the development of the students, as well as the development of the ideas if science in their heads.

I believe this sort of teaching and learning also leans more easily into the idea of teaching from a more constructionist viewpoint. What I mean by that is by giving the students the chance to come up with their own hypothesis, we are allowing the students to say, “This is the problem that needs to be solved. Here is what I think we should do to solve it.” This can then lead the students to do a few different tasks. One task could be trying to create a prototype that would achieve whatever goal the student is going for. This lends itself to the teaching model of product-based teaching. The students create a product that puts the “emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives” (Orey, 2011). Another possible task is the students creating a spreadsheet that leads to the discovery of something. According to Pitler, “Using spreadsheets to generate and test hypotheses is already common in science class, with students making informed predictions, collecting data, analyzing the data for patterns, and revising their original hypothesis or coming up with a new one” (2007). The spreadsheets give the students a chance to explore a problem and see if they can find solutions. This would fall more under the problem-based learning because the students are not necessarily required to create an artifact. The spreadsheet is their final goal.

My questions to leave with is whether or not this is something that can be sustained throughout the entire course of a school year. I love the idea of giving student product-based assignments. I believe they test students knowledge much better than a paper and pencil test could, although not in all cases. I am wondering though if this is something the students would get sick of after a few of them. I know for me, the website project is going to be something I do with all my grades only once a quarter next year. It is a new type of assessment, and I do not want the students to get sick of it. What are some other examples that we could use in our classrooms that would give us different assessment options for the students?

Reference

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. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-Continental Research for Education and Learning.