Constructionism

The principles of the constructivism and constructionism correlate to the instructional strategies, generating and testing hypotheses because they both focus on students creating their own work and thoughts to learn more from their educational experience.  Dr. Michael Orey defines the constructivism theory as a, “theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate Education Inc., 2010).  He is a strong believer in the constructionism theory as he states the following meaning of the theory, “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education Inc., 2010).

Taking the definition Dr. Orey defines in this week’s video correlates to the instructional theory of generating and testing hypotheses because this theory is all about students creating their own work and sharing their findings with others.  The students are taking a hands-on approach to learning instead of the teacher just giving them the information and answers needed for the class. An example I use in my classroom is in 6^th grade health.  We learn about the dangers of second hand smoke.  I have the students listen to a mock trial about a woman who becomes very ill because of second hand smoke in her office building.  After the students listen to the trial the students are broken into teams and debate on who is to blame for the woman’s problems.  The students must form their own opinions and back up their opinions with facts from the trial.  They are also allowed to use their notes and textbook to help support their argument.  The students enjoy this activity and leave the classroom that day with a better understanding of the dangers of smoking. The students are using critical thinking skills and this forces them to think outside of the box.  “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). 

Dr. Orey states that constructivism is forcing the students into a new way of thinking.  “Constructionism makes students more engaged in learning in the process of creating an artifact” (Laureate Education Inc., 2010).  Having students build something as simple as a PowerPoint presentation is an example of constructionism.  In my health education classes I have students work in pairs to create their own PowerPoint presentation on various topics.  This is an example of constructionism because the students are taking information learned and creating their own finished product with it.  This correlates to testing hypotheses because the students are using problem solving skills, and historical investigation by finding facts about the percentage of people who may have a particular disease.  “Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). 

This instructional strategy and learning principle are similar because both are focusing on students taking the information and concepts learned and putting it to use.  The students are not just memorizing facts but taking the information and making their own decisions and judgments about what they have learned.  Testing hypotheses used to be just thought of in science classes, but teachers are now using this strategy in all content areas through the use of new technology.

Resources:

Laureate Education, Inc. (Producer). (2010). Constructionist and constructivist learning theories.             Baltimore, Maryland

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