Constructivism and constructionism both involve students being active learners. In constructionism, students will complete an artifact to share with others (Laureate Education, Inc., 2010). These artifacts are excellent examples to display a student’s understanding of a concept. These theories involve the idea that “learners don’t get ideas; they create ideas” (Orey, 2001, p. 130).
Generating and testing hypotheses “engages students in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). When generating and testing hypotheses students are active in their learning. There are six tasks that teachers can use to help students use this strategy: systems analysis, problem solve, historical investigation, invention, experimental inquiry and decision making (Pitler et al., 2001, p. 203). All tasks involve distinct steps; however, they all produce an artifact to be shared by others. The two that would be the most successful in my secondary math classes would be problem solving and decision making. This strategy allows students to develop a solution to a problem and complete an artifact for others to view. This is a perfect approach to using constructivist/constructionist learning theories.
Constructionism can be implemented using project-based learning, which involves work that is long-term and not always for a selected audience (Orey, 2001, p. 131). Some ways that constructionism is reflected using this strategy is the creation of a student-centered learning environment and the creation of an artifact based on authentic experiences (Orey, 2001, p. 135). Some of the main components consist of students working together had using multiple presentation modes. PBL are long-term assignments. This will enable students to spend quality time understanding the concepts and organizing the material to make sense. There are three phases to the completion of a PBL assignment: planning, creating, and processing (Orey, 2001, p. 138). Students are working in a specific order with instructions given to them at the beginning. Each phase has to be completed before moving on to the next phase. The final phase is reflection and follow-up (Orey, 2001, p. 139). This phase involves sharing the artifact with others as is suggested in constructionism.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore , MD
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
Problem-solving and decision-making are some very essential skills for our students to learn to be successful outside of our classrooms, and quite frankly, to be good contributing members of society. I think that having projects for the students to apply their knowledge and understanding is a great way to show them all the different ways they really can use math outside of school. Are most of my Geometry students going to go out and be architects? No, probably not, but how will they know unless I expose them to the projects that incorporate these types of skills? Some might find that they hate the rudimentary problems that are on tests, but they love the application of figuring out what angle a wall should be at for a certain building.
ReplyDeleteI think that problem solving is one of the hardest things to teach. When you have reached the end of the question you always look at yourself and think well does this make sense and how do I prove that this is correct. I think that is what makes math and science one one of the hardest subjects for students today. Decision making is a tough thing to teach and a tough thing to understand.
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