Constructivism in Practice

This week I explored the following instructional strategy which embeds technology: “Generating and Testing Hypotheses,” I found this strategy to be rather informative, since I never looked at this strategy as one that I could implement in my classroom.  So what is generating and testing hypotheses?  This is a strategy that enhances student’s understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 9).  According to the authors, when we allow students to test and generate hypotheses, we are allowing them to engage in complex mental process, applying content knowledge, and enhancing their overall understanding of the content (Pitler, et. al., 2007, P. 202).   To implement this instructional strategy, we should ensure that students can explain their hypotheses and conclusion, and we must use a variety of structured task to guide students through generating and testing hypothesis (Pitler et.al., 2007, p. 203).  We were introduced to six tasks which we can use to aid students in generating and testing hypotheses, they are as follows: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, et. al., 2007, p. 203)

So you’re asking, how is generating and testing hypothesis related to constructionist learning theories?  Well first we must familiarize ourselves with the constructionist learning theory. The constructionist learning theories states that people learn best when they build an external artifact or something they can share with others (Laureate Education, Inc. 2011).  Both constructionist learning theory and generating and testing hypothesis learning strategy, requires students to construct a product, using some form of technology such as; spreadsheet software, data collection tools, or Web resources, and then present or share them with their peers.  This will also incorporate Project-based learning, Learning-By-Design, and Problem-based-inquiry. 

Project-based Learning is a comprehensive instructional approach that engages learners in sustained, cooperative investigation (Hans & Bhattacharya, 2001).

Learning-By-Design emphasizes the value of learning through creating, programming, or participating in other forms of designing (Hans & Bhattacharya, 2001),

Problem-based inquiry emphasizes learning as a process that involves problem solving and critical thinking in situation context (Gazer, 2001)

With these instructional strategies, we are moving our classrooms from teacher-centered to student-centered; we are now facilitators, and our students are now investigators.

For more information on constructionist click here

Resources

Glazer, E.  (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging Prespectives on learning , teaching, and technology,  Retrieved 3/14/2012, from http://projects.coe.uga.edu/epltt/ Retrieved from “http://projects.coe.uga.edu/epltt/index.php?title=Problem_BAsed_Instruction”

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 3/14/2012, from http://projects.coe.uga.edu/epltt/index.php?title= Constructionism,_Learning_by_Design,_and_Project_Based_Learning

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007).   Using technology with classroom instruction that work. Alexandria, VA. ASCD