Constructivism verses Constructionism
Constructivism is a theory that states learners construct his or her own thinking through assimilation and accommodation. Assimilation is when new knowledge builds onto prior knowledge that already exists. Accommodation is when previous knowledge does not exist, so the learner’s schema needs to be altered to accommodate the new information.
Constructionism is a theory that states that in order for students to effectively retain information and form connections to the content, they need to build artifacts or products to share with others. Like the constructivist theory, the constructionism theory states that students construct their own knowledge through experiences. Both theories state that “knowledge is unique to the individual that constructs it” (Lever-Duffy, MdDonald, 2008).
Constructionism is a theory that states that in order for students to effectively retain information and form connections to the content, they need to build artifacts or products to share with others. Like the constructivist theory, the constructionism theory states that students construct their own knowledge through experiences. Both theories state that “knowledge is unique to the individual that constructs it” (Lever-Duffy, MdDonald, 2008).
Generating and Testing Hypothesis
This week we learned about generating and testing hypothesis. When students form a hypothesis about a topic, they are developing higher level thinking skills while tapping in to the prior knowledge. This allows students to construct his or her own thinking by assimilating the new information with the existing schema. Technology such as interactive spreadsheets allow students to generate a hypotheses and receive immediate feedback of their tests. Students can focus on higher level thinking skills such as problem solving and analysis instead of calculations.
To determine whether a hypotheses is correct, students need to test out their ideas. One way they can analyze and look for patterns of their results is through data collection tools. Data collection tools allow students to “gather and graph data quickly so that there is more time for analysis and synthesis” (Pitler, Hubbell, Kuhn, Malenoski, 2007). They can sort their data based on a characteristic such as size or speed, which will allow students to visualize their conclusions to synthesize their results. Students can also use this tool to compare data with those in the same classroom or through online collaboration to determine whether results vary.
Web resources allows students to formulate and test a hypothesis in a situation that would not be possible in the regular education setting. Students can participate in a virtual game that allows students to build their own farming community and use their ideas to gain revenue. Students in third grade virtually dissect owl pellets to determine what rodent the bones originated from. With the resources available on the Internet, students can develop and test a hypotheses in all subject areas through their computer.
Project-Based Learning Tools
Some ways that students can generate and test their hypothesis is through project-based learning tools. These tools tie directly into the constructivist and constructionist learning theories. These learning tools are student-centered where the teacher’s role is a facilitator. The teacher’s main purpose in a student-centered lessons is to provide resources and feedback when necessary. Students tackle authentic real-world problems. They work collaboratively in groups to generate and test hypotheses. They develop strategies to solve problems using their prior knowledge and schema. Afterwards students reflect on their solutions and are given feedback from their teacher and peers. If an artifact is created, it can be modified based on the evaluation. These tools are truly student centered as students determine the steps taken, resources used and at times assessment rubrics used for evaluation.
Conclusion
The constructivist and constructivism theorists state that learners construct their own knowledge through experiences and prior knowledge. Students can develop higher order thinking skills through problem solving by developing and testing hypotheses and project-based learning tools. Technology makes the process more focused since students do not need to take the time to compute equation, they can focus on the analysis and interpretation of their data. Students have the ability to compare and contrast the results of their hypothesis with other groups in the classroom or around the globe. This allows for collaboration of ideas as well as provides students the power to analyze their own theories to make alterations and changes. These higher level thinking skills stem beyond basic computation and memorization as students develop schema they will apply to various situations throughout their lives.
References:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations. Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
5 comments:
Technology enhances testing and generating hypothesis by allowing students to focus at the task at hand, rather than spending the time searching for this information. Spread sheet software can calculate hundreds and thousands of numbers in an instant. The more we vary processes the more likely the learners will retain the information.
You make an excellent point that through the result of higher level thinking skills, students will develop schema that they can use through out their lives. You can't ask for a better end result that that!
Students love testing out their ideas and hypotheses to see if they were right or not. Students always want to be right and be able to solve the problem. Students can use technology to assist in solving the problem and analyze the results. Technology makes the entire process quicker and operates more smoothly. I agree that with all the resources available on the internet, students have an unlimited access to solve and test out hypotheses. In the end students will increase their hypothesis solving skills while using their 21st century skills.
Sarah,
Since students love to test out their hypotheses to determine whether their idea solved the problem, this is results in increased motivation and enthusiastic learners. As Thomas stated above, "You can't ask for a better result than that!"
The thing I like about project based learning is it real for the learner. Each time I have used this type of assignment in class I am always surprised at the engagement level from my students. I think trying to solve real problems makes students feel older and more mature. I will always take a more mature learner. Especially in middle school!
I am such a believer in web based resources within the classroom. I have implemented many simulations within my Social Studies content. I am always amazed at the engagement and interest level in these activities. I also believe that when students can test their hypotheses it gives them a real sense and understanding for their learning.
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