According to Dr. Orey (Laureate Education, 2009), the constructionist learning theory is centered around the idea that people learn best when they can create or build something that they can share with others.
Two innovative ways educators can implement this learning theory into their teaching practices are by incorporating the project-based learning strategy and the “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) strategy. Integrated with technology, these instructional approaches guide learners to collaborate with others, generate ideas, and create meaning as they are actively engaged.
Project-based learning is exciting because students can plan, create, and process their own ideas into a project that they can share with others via the web. Even though this can take time for both teachers and students, the results are beneficial. For example, project-based learning can increase students’ motivation and problem-solving abilities, as well as improve their research skills (Orey, 2009).
The strategy of “generating and testing hypotheses” is intriguing because it is applicable to all content areas, not only the context of science concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use spreadsheet software, data collection tools, or numerous web resources to provide students opportunities to generate and test hypotheses. While teachers are engaging students in this way, it is recommended that they employ one of the following six processes associated with generating and testing hypotheses: make predictions or a systems analysis; problem solve; a historical investigation; invention; experimental inquiry; and/or decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
References
Laureate Education, Inc.(Producer). (2009). Constructionist and Constructivist Learning Theories [Motion Picture]. Bridging learning, theory, instruction, and technology. Baltimore: Author.
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.
Subscribe to:
Post Comments (Atom)
Megan,
ReplyDeleteYour comment that project based learning can take time for both teacher and student is very true. Many teachers try to “cover” the material quickly, but are they really linking these new skills to existing brain connections so it sticks? It is the old saying; our curriculum is “a mile wide and an inch deep”. Project based learning allows the student to go deeper into the concept, more than an “inch”. Giving them the extra time will strengthen their memory of the concept and give them a solid base on which to learn cumulative skills. These are the lessons they remember which is why they are so beneficial. Great post!
Nancy
I think what educators fear about constructivist and constructionist learning practice in the classroom is that it will fail to cover the enormous breadth of the curriculum assessed on No Child Left Behind tests. The time a class commits to solving a problem or creating an artifact takes away from precious hours of test preparation. Students may learn how to think, solve problems, even how to conduct investigations and learn independently, but will they pass the graduation requisite exam? Students may build a school outbuilding, win a robotics competition, or help to preserve an endangered species, but did they memorize the right dates for the Amercian Governemnt test? I am astounded how much stuffing, and how little useful learning, we cram into students' heads in the name of school performance. Even when we win, we lose, as successful graduates, even of our universities, leave their campuses to enter a "real" world they know nothing about and have nothing to offer. Perhaps the scathing 1983 indictment of America's schools A Nation at Risk did more harm than good.
ReplyDeleteI agree with you when you say "Project-based learning is exciting because students can plan, create, and process their own ideas into a project that they can share with others via the web." I am excited to try the project based learning in my classroom. Yes it is scary to hand over the learning process to the student's but they have to learn sometime to take control of their learning.
ReplyDeleteMany ideas spring into my head about how to go about this, but the excitement is definately there. Nancy has a great idea about the depth of the knowledge learned too. Great ideas!
Brittany
BL
I'm a fan of project-based learning as well. The opportunity for students to work together, share thoughts and opinions, and collaborate information using the web. This is a non traditonal way of learning so quite naturally being youg I am ALL FOR IT!
ReplyDeleteIn all sincerity when I think back on my schooling, the assignments that really stuck out to me and the one's I remember were all project based. I beleive everytime a project based learning challenge comes along its an opportunity to carve a bit of knowledge in the inside of an aspiring mind.
James
JDH