Constructivism in Practice
In
the book Using Technology with Classroom
Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how generating
and testing hypotheses is a strategy that is applicable in all content areas
not just science. Step two of generating
and testing hypotheses (Pitler et al., 2012) is problem solving.
Constructionism is highly visible in project, problem, and inquiry based
learning (Laureate Education,
Inc. 2011). In constructionism
and generating and testing hypotheses students are engaged in complex mental
processes which also enhances students overall understanding of the
content. These two processes give
students the opportunity to create, and give teachers the opportunity to guide
as a facilitator.
Integrating
technology into constructionism and generating and testing hypotheses will
engage students and create strong connections that will allow students to
process new information into their long term memory. Programs like Inspiration and Kidspiration
are great for students to create concept maps to help them organize their ideas
and to create a brainstorm list to help generate a hypotheses. Power Point is another great example of
incorporating technology into both constructionism and generating and testing
hypotheses. For constructionism students
are creating a presentation. For generating
and testing hypotheses, students are presenting their solution to their
hypotheses.
Reference:
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
Pitler,
H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works (2nd ed.). Alexandria, VA: ASCD.
Val,
ReplyDeleteI agree with you that graphic organizers and Power Point are great tools to utilize the strategy of generating and testing hypotheses within constructionism. According to Han & Bhattacharya (2001) new ideas are more easily constructed when learners share and reflect upon representations of their understandings and ideas. They further explain that although learners can construct new ideas without sharing the representations of their understandings with others, the process of constructing knowledge is more internalized and can lead to better understandings when they do so. Within these representations, the audience can provide different perspectives on the the ideas, understandings, or processes being promoted, which can then be reflected upon by the designer, and adjusted if necessary. These tools also make it possible to easily adjust the information or data without having to create completely new representations.
Generating and testing hypotheses is also a great strategy within a problem-based inquiry learning environment. Glazer (2001) has suggested the role of the student within a problem-based inquiry situation is to define a problem, develop hypotheses to resolve the problem and discuss these in a group, research data to support or refute their hypotheses, make any appropriate adjustments to their understandings, and then create representations of their solutions. With this framework in mind it is easy to understand how knowledge is unique to each individual within this type of learning environment and how each individual’s perception results in multiple understandings of a given problem. According to Brooks, J. G. & Brooks, M. G. within a constructivist classroom the students engage in a variety of authentic experiences, they are encouraged to make predictions, and are provided with multiple opportunities to test hypotheses through group discussions (as cited in Powell, 1994). In addition to generating and testing hypotheses, collaboration and discussion seem to be vital components of both project and problem-based inquiry learning environments, since sharing information with others and receiving feedback can help to solve any misconceptions, and can lead to deeper understandings.
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 21, 2013, from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 21, 2013, from http://projects.coe.uga.edu/epltt/
Powell, M. J. (1994, winter). Constructing Knowledge in the Classroom. Retrieved July 21, 2013, from Southwest Educational Development Laboratory website: http://www.sedl.org
Hey Val great post I think it is important to Generating and testing hypotheses is also a great strategy within a problem-based inquiry learning environment. By doing this this allows students time to use critical thinking. Good post
ReplyDeleteHi Brett and Hiraman,
ReplyDeleteThank you for sharing. I am looking forward to implementing Generating and Testing Hypotheses strategies within a problem based inquiry. I believe this will be more authentic and give my students opportunities to use and practice their critical thinking skills. I know for my second graders this will require more scaffolding and patient facilitating in the beginning; however my students will create those strong connections and be able to process new information into their long term memory. As a result of strong connections my students will be able to reactivate problem based strategies to test future hypotheses.
Val
Val,
ReplyDeleteI agree that for young learners scaffolding is a crucial element. Especially since they may not be able to teach one another effectively. I think your correct that these problem solving strategies will become useful skills which the students will need time and time again, and helping them build strong connections through meaningful activities will attain these results.
Brett