This week, my class concentrated on the benefits of utilizing a Constructionist approach to learning in the classroom. The theory is that a student’s understanding of a concept is unique, molded by his/her past experiences and perceptions. The theory states that people learn best when they build an external artifact or something to share with others (Laureate Ed. Inc., 2010). Because the student has constructed their own meaning, they are better able to retain the knowledge. New understanding takes place when there is an imbalance that the student must resolve between their personal belief system and presented external realities (Laureate Ed. Inc., 2010). Pitler, Hubbell, Kuhn, and Malenoski made recommendations on how this approach lends itself to the process of generating and testing hypothesis with the aid of technology because the technology allows the students to spend more time analyzing the data instead of on the tedious task of data entry.
One use of technology is the Spreadsheet. Most people are familiar with Excel, maybe not how to use it necessarily, but aware of its existence as a tool. By creating an interactive spreadsheet with the data already entered, students are able to make a hypothesis about the effect of a change in data. By actually making that change, they are able to receive immediate feedback, thus enabling an adjustment to their hypothesis for a further test. By receiving immediate feedback, students are able to accommodate the new knowledge and construct a firm basis of knowledge in the subject.
Other tools include the data collection tools, such as nonlinguistic representation where students represent their findings in charts and graphs, digital probes, and digital microscopes. One interesting use of a digital microscope that was suggested by Pitler et al was to use the digital microscope to conduct a detailed analysis of a historical piece that would lend insight into a culture of study. For example, students could form a hypothesis about what type of tools or eating utensils a culture used based on the time period. They then could collect data to support or contradict that hypothesis during an online archaeological dig. Students could then share their findings and note similarities and differences in order to construct a class archive of archaeological findings.
Another use of technology in the construction of knowledge is the ever valuable Web resources. Students are able to make predictions and then conduct research using interactive and virtual sites that provide the necessary data for determining the accuracy of their hypothesis. Because of the hands-on, interactive nature of these sites, all learning modalities are reached and students are engaged and able to retain information that they themselves discovered. My class does a United Nations simulation every year. They are assigned a country and they take on the role of an Ambassador. They must make predictions on what their country’s stance would be on current issues such as nuclear proliferation, healthcare for their indigenous people, and women’s rights. They then need to conduct research after which they present their findings at a local college with students from all over the County, all of them taking on the role of different countries. At the Model United Nations Simulation, they must take on the persona of Ambassador for their country and create a resolution with their political allies. See more information on how this is approached at the National level at colleges at: http://nmun.org/
In summary, there are many digital tools available that would reinforce a constructionist approach to learning and teaching. By the use of spreadsheets, data collection tools, and web resources and simulations, students are actively engaged in creating a hypothesis, determining and manipulating data to test their hypothesis, and building their conclusion. This student-centered approach places the responsibility for the learning on the student.
References:
Laureate Education, Inc. (Producer). (2010). Constructionist and Constructivist Learning Theories [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489406&Survey=1&47=9645911&ClientNodeID=984650&coursenav=1&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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