Constructing Learning with Constructionism

            Orey (Laureate Education, n.d.) defined constructionism as a theory of learning that states that people learn best when they create an external artifact. In other words, students learn better when they are creating something rather than listening to a teacher lecture. Learning by design, project-based learning, and generating and testing hypotheses all fall under the umbrella of constructionism. In order for these instructional strategies to be used in the classroom a teacher must set clear expectations and guidelines (Orey, 2001).   A teacher must also provide their students with a model so that their students will be more comfortable with the process (Pitler, Hubbell, &Kuhn, 2012). 

            The learning by design strategy empowers the students to create artifacts demonstrating the learning outcome (Orey, 2001).  This fits into the constructionist theory because it involves the students creating.  For example, if a student is demonstrating what they have learned about cells one may create a PowerPoint presentation informing us about the parts of the cell.  Another student may choose to demonstrate their knowledge by baking a cake and decorating it to look like a cell.  They may use toothpicks to label the certain parts and their functions.  Both of these students are able to construct their learning in a way that is most beneficial to them.

            Project-based learning is another learning strategy that is heavily influenced by constructivism.  Project-based learning is typically more complex than learning by design.  Project-based learning requires students to investigate a certain topic and then based on the outcome of their investigation create a product that demonstrates what they have learned. Oracle used to sponsor a problem-based learning competition called ThinkQuest (wayback.archive-it.org/).   This contest challenged students to delve into a topic and using technology create website that can inform other students about the topic they have researched.   On website that was created, I have found to be incredibly useful when I teach the Revolutionary war.  I group of students created a website with resources for students and teachers to learn about the Revolutionary War. The website is called The Revolutionary War: A Journey Towards Freedom (wayback.archive-it.org/).  This competition required the students to create based on their understanding of a topic. 

            Generating and testing hypotheses fall under the guidelines of constructionism because it incorporates the factors of assimilation and accommodation (Laureate Education, n.d.).  Pitler et al. (2012) stated that “all students who generate and test hypotheses by engaging in problem solving have a clearer understanding” (p.204).  When students create hypotheses they are constructing in their own mind what they feel the outcome will be.  By doing this they are creating an interest in the topic and are prone to by more analytic while they are learning to determine whether their hypothesis was correct.  Technology is a great tool to help with testing hypotheses.  With tools like Excel, Keynote, and Google Docs, students can create hypotheses document them, test their hypothesis, and analyze the information, and then use these programs to generate charts and graphs that will help the students to make sense of their data.  During this process the students are constructing their own meaning.

            All of these learning strategies are incredible.  In order for these strategies to be successful the teacher will need to play the role of facilitator.  There is less up front instruction and more one on one meetings supporting students with their specific needs.  If a teacher were to use these learning strategies they will need to utilize rubrics and set clear guidelines.  The classroom may be noisier than a traditional classroom, but the learning will be rich and meaningful. 

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Think Quest. (2013).  The revolutionary war: A journey towards freedom. Retrieved from http://wayback.archive-it.org/3635/20130906093244/http://library.thinkquest.org/10966/index.html