Constructionism is
an educational strategy and theory, based on the constructivist
theories of Jean Piaget. It asserts that knowledge is
actively "constructed" in the mind of the learner, and it
emphasizes the creation of artifacts, or products, by the learner
(Han & Bhattacharya, 2001). Additionally, it is learner centered,
values inquiry, revision and development of ideas, and real-world
tasks. The strategy of generating and testing hypotheses
relates to constructionism because the learner is able to construct
knowledge as they work with real-world problems through the
generation and testing of hypotheses. Two technologies that can be
used as part of the generating and testing hypotheses instructional
strategy are an investment project using spreadsheet software, and
“Practicing with the Catapult,” a web-based program that allows
students to explore the physics of a catapult.
The first technology
is a spreadsheet that allows students to predict how much money they
will make by investing a given amount of money in variety of ways. A
teacher could create a spreadsheet with multiple preset investment
options and formulas to calculate the results of the investments.
Students could then seek out and input the current interest rates to
make the project even more realistic. By preparing the formulas in
the spreadsheet in advance, the teacher helps the student to
“generate and test hypotheses in very little time and gain valuable
experience that they can apply to future academic hypotheses”
(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p 207). While the
teacher takes more of an active role in designing the assignment in
this project, students are working with a real-world problem, making
and revising hypotheses, and inquiring to find the current rates to
relate the lesson directly to today's economic situation, which makes
this an example of constructionism.
The second
technology is the program, “Practicing with the Catapult.” In
this program, students are able to work with a variety of variables,
such as gravity, launch angle, speed, and height, air resistance, and
more. Students can use an equation to make a hypothesis about how
fast to throw the object, or they can guess and then revise their
guess through trial and error. A physics or Algebra teacher could
use this program to help students learn about either force or solving
Algebraic equations. Throughout the process, though, the student is
revising and developing ideas through a process of inquiry, which
relates to the constructionist view.
Each of the
technologies explored made use of generating and testing hypotheses
and each fit in with the constructionist view. While neither project
created an artifact, teachers could certainly guide students in
making something tangible that furthered the goals of the project.
On the other hand, students would certainly be constructing knowledge
while working with each technology.
Resources:
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
from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning
Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works.
Alexandria, VA: ASCD.
Practicing
with the catapult. Retrieved from
http://www.lcse.umn.edu/specs/labs/catapult/practice.html
Jeremy:
ReplyDeleteThank you for sharing these resources. In so many instances we only view technological resources as a tool to develop an artifact rather than as a means to practice and manipulate information. I think we need to explore more of these virtual resources and teach smarter. The artifact can then embody any type of document not necessarily bound to one type of resource.
Jaime
Hi Jaime,
ReplyDeleteI totally agree. I was looking at some virtual manipulatives (http://nlvm.usu.edu/en/nav/topic_t_2.html) yesterday to see how they could be used with my students. I was lucky enough, as a high school math student, that I understood math in its paper form and didn't need the aid of manipulatives. However, I believe that many students would gain a greater understanding of math if they were able to see it in a less abstract form.
Jeremy
Jeremy,
ReplyDeleteI remember doing an investment project like the one you discussed when I was in high school. The technology was not available back then as it is now, however. I remember using the newspaper to check stock information and having to track our money using paper and pencil. The project would look completely different now with the use of technology. I feel like it would have made more of an impact on me if I was able to use a spreadsheet. I have no idea how to track stocks now so the way I learned it obviously did not stick with me. With spreadsheets and the internet all of that would be done for me, thus I would be able to focus more on the project's goal rather than spending all of my time crunching numbers. Do you teach high school? It would be interesting to hear about students' success or failure with using technolgy on this project. Thank you for your input.
Sincerely,
Janell C.