Constructionism in Practice
Principles of both constructivism and constructionism parallel each other.
Constructionism is based around the idea of equilibration. Equilibration is “the process of achieving a balance between differences in external reality and one’s current beliefs and understandings” (Laureate Education, 2010f). Here in out schema is defined as one’s current beliefs and understandings. Equilibration is sought through the two mechanisms for learning: assimilation and accommodation. According to Orey, assimilation “occurs when external reality is made to fit within one’s schema” (Laureate Education, 2010f). Conversely, accommodation “occurs when one’s schema is altered to fit the external reality” (Laureate Education, 2010f). In practice, the constructionist approach is a theory of learning that postulates that “people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010f). Constructionism encourages students to build upon what they already understand and are able to share with one another within the learning process.
Generating and Testing Hypotheses
The teaching strategy of generating and testing hypotheses is applicable to all subject areas in its alignment with both constrivist and construtionist learning theories. According to Orey, “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, Hubbell, Kuhn, & Malenoski, 2007, p202). The six activities that students must accomplish in order to generate and test hypotheses are: (1) systems analysis, (2) problem solving, (3) historical investigations, (4) invention, (5) experimental inquiry, and (6) decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p203).
Each of these six tasks align with constructionism theories as they build upon each other in ascending understanding of concepts. The constructionist approach is a theory of learning that postulates that “people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010f). Constructionism encourages students to build upon what they already understand.
Additionally, by accomplishing each of these outlined steps students are always in equilibration as their schema is developed and supported. In this technologically unbridled world, it is imperative that teachers understand how “technology plays a vital role in generating and testing hypothesis because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data”(Pittler, Hubbell, Kuhn, and Malenoski, 2007, p203). This is an essential aspect of constructionism: analysis over collection.
References
Derry, S. J. (1999). A Fish called peer learning: Searching for common themes. In A. M. O'Donnell & A. King (Eds.),
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2010 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.
"Constructionism encourages students to build upon what they already understand and are able to share with one another within the learning process". I like that you focus on the key fact that our teaching is about focusing on what the students already know. It is our job to ensure that the students are working to their potential and one important way to do this is by knowing what they know before the lesson. If there is nothing for use to build on then much of what we are teaching will not stay with the students. A builder would not try to make a skyscraper without first checking to make sure that the ground level is stable and secure. It is always good to focus on what the students know coming into the lesson in order to make sure their knowledge is stable. The last thing we need is our students failing because we didn't give them the strong background to start.
ReplyDeleteMichael,
ReplyDeleteAs a fellow social studies teacher, I'm interested in how you have used a constructionist approach in the classroom. What technological tools have you used to allow students to demonstrate their mastery of learning objectives? Personally, I have done a lot of things such as having the students create newspapers, diary entries, etc to show they understand perspective and point of view. Within the last year or so I have made an effort to incorporate more technology such as using photostory and wikis.
Ken Buffum
EDonovan,
ReplyDeleteAssessing prior knowledge is key to successful lessons as we are able to clearly link what students already know with what we want them to learn.How do you assess what students learn?
...Michael
Anonymous,
ReplyDeleteI too do a lot with newspapers, diary entries, drama productions, and historical letter writing. Many of my projects and assignment focus on understanding perspective and historical bias. I am working on incorporating more technology (hopefully my masters in education with an emphasis on technology will assist in guiding me towards more productive technological inclusions), but sadly have not ventured far beyond video, presentation modalities, and common personal use software. I am familiar with wikis but they really do not fit well into my teaching strategies. I have not heard of photo-story before. What is it and how do you include it within your classroom?
...Michael Wanmer
Photostory is software where students can upload pictures. They can then record their voices over those pictures and set background music to it. I use it to have the kids make little documentaries about a topic. I use it a lot during my unit on the Civil War. I assign the kids a battle, they research it, find pictures related to the battle, and then record their documentary.
ReplyDeleteKen Buffum
Ken,
ReplyDeleteThank you! I will look into it and will definitely adapt it to a lesson I have coming up.
...Michael
Michael,
ReplyDeleteYour final sentence: “This is an essential aspect of constructionism: analysis over collection,” is a critical point of constructionist theory. As you clearly pointed out, technology serves to make this possible. What is necessary then, is for the teacher/ instructor to be able to prepare and set-up the software to be used so that it supports and does not interfere with the learning. I, personally, am not as strong as I would like to be with spreadsheets. The example provided in the resources of the students manipulating numerous large figures to make some deductions about population would have been a tedious, time consuming, and student-losing activity. The spreadsheet set up and ready to go made possible for the students to manipulate the data almost effortlessly.
The one aspect of constructionist theory is that it demands extensive preparation by the teacher and consistent regular follow up. It that sense it may well be more demanding that other types of lessons, but it seems to me that overall the results are well worth the effort.