Strategies to Use the Theories of Constructivism and Constructionism
Natalie Laverne Shirley Jackson
In
the years of elementary and middle school, students become familiar with
science fair projects. The minimal requirements for this project include very
similar tasks as systems analysis, problem solving, historical investigation,
invention, inquiry, and decision-making. Students who construct such experiments
are testing and generating hypothesis, as well as building a final product.
There
are three technologies that are used to improve classroom practice: spreadsheet
software, data collection tools, and web resources( (Pitler, H., Hubbell, E.,
Kuhn, M., & Malenoski, K., 2007).
These three resources allow students to build and build upon information
to construct a finished product. One of the greatest points of the
constructionist learning theory is that the environment in which the students
are surrounded should be learner centered. Each of these tools allows that type
of environment.
“Constructionism
is a theory of learning that states people learn best when they build upon an
external artifact or something they can share with others”(Orey, 2010). The
spreadsheet, data collection, and web resources can all produce artifacts that
can be shared with other people.
Web resources such as, www.pbs.org/wgbh/buildingbig
is great for students to work on problem solving activities. And share their
products with teachers and other students. These types of activities involve
generating and testing hypotheses and constructing answers. When students are
problem solving they are working through issues and solving them on their own
which is a learner centered environment.
Spreadsheets,
data collection tools, and web resources are all tools that correlate with the constructivist and constructionist learning theories. Generating and testing hypotheses is a
strategy that allows students to work thorough questions and answers that are
formed by the teacher or on their own. It is important that the students are
problem solving and they are building things. Without the learning by doing
environment there is no guarantee that the students are going to recall
information.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with
classroom
instruction that works. Alexandria, VA:
ASCD.
Orey, M. (Performer). (2010). Constructivist and
constructionist learning theories. [
I totally forgot about how elementary and middle school students complete science fair projects. This is a great example of this constructionist learning theory. In order for these projects to be more beneficial, maybe there can be some additional requirements. For instance, besides just completing a project and present all the information on a poster board of some sort, bringing in the use of technology would be so much more entertaining. By this I mean, have your project on a PowerPoint or a wiki. Also concentrating on the hands-on part, maybe somehow construct artifacts if applicable. I do believe these projects are very important for students to complete and be successful at.
ReplyDeleteI like your example with the science fair. I will use this example with my students when they come into my classroom. I always feel like when they come to my room they have very little experience with projects, but they have completed a science fair project the year before. Thanks for the great example! Like Nichole, I also think it would be a great idea to involve more technology into the science fair projects. I know in my building the presentations are still on the boards and all the data is hand written. Thanks again for refreshing my memory on science fair projects.
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