Constructivism in Practice

This week was another fascinating and insightful week in my masters course. During this week I conducted research on the Constructivist and Constructionist learning theories. Both of these theories are very similar and lend themselves to how students construct knowledge.  According to Dr. Orey (2001), “Constructionism is both a theory of learning and a strategy for education that builds on the Constructivist theory” (p.5). The constructivist theory simply that knowledge is not knowledge is not simply taught by the teacher, but actively constructed by the learner (Orey, 2001). Although Constructionism supports the constructivist viewpoint, its emphasis is placed on the notion that learning takes place through the active construction of external artifacts that can be shared with others (Orey, 2001). Along with these two learning theories, I was also able to further my understanding of the problem-based learning and generating and testing hypotheses strategies. Through my research I found that these two strategies compliment the constructionist and constructivist learning theories in a variety of ways.

            Through the process of testing and generating hypotheses teachers can create interactive spreadsheets which students can use to collect data on a specific task and compare their predictions to actual results, in a time efficient manner. This use of technology is effective by providing the ability to maximize instructional time and meet learning objectives. The use of interactive spreadsheets also allow students to gain a deeper understanding of the topic being addresses and requires them to use critical thinking skills to predict outcomes (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Data collection tools are also very helpful in helping students to clarify information and recognize patterns. “The internet is a huge data collection tool. It allows students to share and compare data online through a variety of collaborative sites such as Global School-House” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 211). Web resources such as gaming software, virtual simulations, and interactive applets are also highly effective and motivating tools that allow students to use background knowledge, make decisions, and see the outcome of their hypothesis. Any educator in today’s society is aware that their students interests lie in videogames. Many of our students spend the majority of free time playing video games at home. At least once a week a students tells me an educational fact that they learned about Italy from playing the video game Assassins Creed. Although this is not the ideal gaming software for teaching our students there are a variety of resources on the web that provide appropriate games and interactive software. According to the book, Using Technology with Classroom Instruction that Works,  “Simulation software can provide incredibly engaging learning environments resulting in increased motivation and retention in learning” (Pitler et al., 2007, p.213).

Dr. Orey (2011) states that there are four key concepts to the constructionist learning theory. They are, equilibration, assimilation, accommodation, and schema. Through the process of researching the data, collecting data, making predictions, and generating a hypothesis based on their predictions students are assimilating external facts and reality (data and research) to fit with their current beliefs and understanding. By assimilating their new knowledge and creating an artifact that they can reflect on through teacher-student feedback, as well as, student-student collaboration and feedback they reach equilibration, which is a balance between their current beliefs and reality. As the students create new knowledge they accommodate their current understandings to reality (Laureate education, Inc. 2011).  It is evident that the previous mentioned tools and strategies correlate well with the four concepts of constructivism.

Project-based learning is another strategy that I researched this week, which correlates very well with the constructionist learning theory. The project-based learning environment requires learners to construct artifacts based on that reflect their acquisition of knowledge. This is a students-centered approach to learning where the teacher is simply the facilitator and the students are responsible for their own learning. Project based learning must incorporate real world concepts, must provide options or choices to the learner, and should incorporate hands on activities.  Through the process of project-based learning there are three components; planning, creating, and processing. During this process students collaborate with peers, receive feedbach from peers and their educator, create an artifact displaying their knowledge, and process the new knowledge through the sharing of their artifacts (Orey, 2001). This strategy assimilates perfectly with the coostructivist learning theory.  Students are building on prior knowledge by  engaging them in real world experiences that allow them to develop new knowledge and skills in a learner-centered environment. Through this process the connection to constructivism is highly evident. I personally am drawn to project-based learning. I like that it provides students with the option to work alone or in pairs, and in my experience, students that are provided the opportunity to apply their knowledge in a realistic situation understanding the purpose of what is being taught and are able to retrieve that knowledge or skill for longer periods of time. I often use this strategy in my classroom through digital story telling, dialogue presentations, power point presentations, and WebQuests.

I have found that giving the students options on what they are base their project on, and freedom to e creative with their responses while providing an engaging scenario, like ordering food in an authentic Italian restaurant in the target language and paying with euros, is not only significant of the constructivist learning theory, it is highly engaging and motivating to the learners. These experiences build a desire for lifelong learning within the learner. Technology is also very important in the effectiveness of these learning theories and teaching strategies. Technology is a great asset to the teacher as well as the learner. We live in a digital world that provides with any and every possible resource at our fingertips.  As Dr. Orey (2001) stated in the Constructivism vs Constructionism, Technology is everywhere. A very important part of our career as educators is to prepare our students fro jobs that do not exist yet” (Laureate education, Inc., 2011). How can we do our due diligence to our students if we keep avoiding this reality by not integrating technology into our lessons? Technology is no longer a requirement but a necessity. Regardless of the learning theory or strategy, technology can be used to enhance a lesson, the important thing is knowing how to use it. This is why I am eagerly continuing my education in integrating technology in the classroom through this masters, peer collaboration and professional development workshops. 

Here are some great resources that I found on project-based learning:

http://www.mrsoshouse.com/pbl/pblin.html

http://pbl-online.org/

http://21centuryedtech.wordpress.com/2010/01/16/free-project-based-learning-resources-that-will-place-students-at-the-center-of-learning/

Thank you for stopping by! :-)

Daniela Petruzzella

References:

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