Constructivism In Practice

Constructivism and constructionism are two connected, but different learning methods.  Constructivism is an approach of study in which each person designs their own understanding from what they grasp, whereas constructionism is an approach of study in which learners are actively participated in a lesson by designing a product (Laureate Education, 2011).  They both stimulate active involvement in a lesson by learners. Teaching methods, such as generating and testing hypotheses, as well as project-based learning, can be applied to aid the constructivist and constructionist learning methods.

This week, I studied about Constructivism approaches to teaching and learning, including project-, problem-, and inquiry-based techniques, and promote a strategy to use the power of educational technology to design constructivist/constructionist processes more smoothly and more available. Pitler, Hubbell, Kuhn, & Malenoski (2012) share their strategies on teaching methods that implant technology, that is generating and testing hypotheses.

Generating and testing hypotheses are teaching approaches that promote the constructivist and constructionist learning methods. When generating and testing hypotheses, learners must be active in teaching learning process as they are engaged in every step to reveal the answers to their questions (Pitler et al., 2012).  They can utilize technology to do this in many ways.  One example is that they can create spreadsheets to record the testing of their hypotheses.  I have used this with my class frequently. We had a unit that focus on Natural Disaster. During the Arts, we built a paper mâché mountain. Then during the unit of inquiry lesson, we integrate the Arts products and the Mathematical skills. My pupils were asked to find out how to get the “lava” comes out from the mountain faster. Some learners put more baking soda and less vinegar. Some chose with a shorter bottle neck for the base. Some put less baking soda and more vinegar. Some put more liquid soap. Those were their prediction on how to make the lava come out as fast as it can. Then they collaborated in pairs. One learner record the time while the other tested their hypothesis. The learners then changed partners and the other partner tested their predictions, recording their findings as well. We then collected the information and made a class graph out of it and put it on the Smart Board. Learners were then able to conclude which method was most effective.  In this way, learners actively designed their own understanding to the curriculum and were able to create the class graph, a product, for the school communities to see.

Project-based learning is another strategy that educators can engage learners to grasp information using constructivist and constructionist learning methods.  During project-based learning, learners are promoted to design a project that displays what they studied. One way to do this is to have students make a Prezi presentation (Laureate Education, 2011).  I have begun to propose my learners to Prezi.  They have used it to show their understanding, such as during our Exhibition unit. My pupils wanted to know more on the theory of the universe. I guided them with a collection of books that we have read in class. I then asked them to choose one theory and explore deeper. Then, using the finding and a new understanding, they created Prezi presentation that portray what they learned.  They each shared their findings through Prezi presentation.  This provided the class a unique visual for the theory of the universe while recommending the learners to a new program of technology.  Through this project, students designed their own understanding with the theory of the universe and were able to characterize it in words and pictures.  Even with the same theory of universe, learner’ presentations were very different.  This is a constructivism and constructionism model (Laureate Education, 2011).

Educators employ constructivist and constructionist models with their learners. When learners are required to design something that assists them engage with the study or test their own hypotheses, they are showing the understanding detailed by these learning methods. Assisting learners to design their own connections and concepts regarding understanding is a relevant tool for all educators to be able to utilize. When learners engage this deeply with the curriculum and are able to be such active, engaged participants, they create unique relations with their study and will remember what they learn longer.

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. Constructionism, Learning by Design, and Project-Based Learning. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD