Constructivist/Constructionist Learning Theories

This week's resources were about the learning theories of Constructivism and Constructionism.  Dr. Michael Orey defines the Constructivism as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc, 2011).  He then goes on to define Constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others" (Laureate Education, Inc, 2011).   With these theories, there are many instructional strategies that can help us teach so that students are constructing their own learning.

The first instructional strategy is generating and testing hypothesis.  “When students generate and test hypothesis, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, R., & Kuhn, 2012, p.204).  When classrooms use this instructional strategy in the classroom, the results are students who are more engaged and use higher-order thinking.  Students can use graphic organizers to help them organize their thoughts and data.  There are many web tools, apps, and software that allow for many different types of templates where students can organize their thinking and results.  Some of these tools are Kidspiration, Popplet, Bubbl.us, Inspiration, or Mindmeister.

Another way I have used technology to allow students to generate hypothesis is through the use of Edmodo.  I have posed questions where students have had to use their prior knowledge to generate a hypothesis and post it to the discussion board.  Students then need to comment on other students’ hypothesis and defend their own.  Here is an example video from Edmodo of a teacher doing just this:

Edmodo for Science

Another instructional strategy is that of project-based learning.  “Project-based learning is a teaching and learning strategy that engages learners in complex activities”  (Orey, 2001, para 33).  The idea of constructionism can be seen in project-based learning by the fact that students are at the center of their learning and their learning outcome is demonstrated by the creation of artifact or presentation.

Many teachers believe that when they do projects in class that it is the same as project-based learning.  This is not true.  Here's a chart, that was created by Amy Mayer of FriEdTechnology, that helps show the difference between doing projects and project-based learning.

According to Dr. Orey , there are seven features that make up the components of  project-based learning  (Orey, 2001).  These components are:

• Learner-centered environment
• Collaboration
• Curricular content
• Authentic tasks
• Multiple expression modes
• Emphasis on time management
• Innovative assessment 

Through the use of these instructional strategies, you can help to create a classroom that supports constructionism. 

Resources:

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

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 (2nd ed.). Alexandria, VA: ASCD