In the DVD, “Constructionist and Constructivist Theory”, Dr. Michael Orey (2007) explains the difference between the two. Constructivism is how the information that each person learns is “uniquely constructed in one’s mind.” The constructionism theory explains that students learn best when they are involved in producing something that they can share with others. This theory is very important to the educational setting. When students participate in creating an artifact, they are engaged and actively involved in the learning process.
There are several instructional strategies that correlate to these the theories. In Using technology with classroom instruction that works, Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007) state “When students generate and test hypothesis, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content”. They go on to explain strategies that get students involved in this process. These include systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. There are ways to incorporate these into projects that are meaningful and engaging for students. Spreadsheets are great technological tools that can serve many purposes in various content areas. From creating a budget to creating a line graph, students can use critical thinking skills to create projects that get them involved in the learning process. Students can also use data collection tools that allow them to gather, graph, and compare/contrast data. These technological advances align with the constructionism theory. It is important for students to be engaged in project-based learning. When students can express their creativity, they are more likely to come up with ideas and are more excited about sharing those ideas.
The role for students has changed. The classroom is no longer primarily a place for paper/pencil activities. Students need to be given opportunities to be investigators. Being involved in the learning process helps them understand and retain information.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (2007). Constructionist and Constructivist Theory, Laureate Education, Inc, DVD.
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
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Hi Angie,
ReplyDeleteWhile I still think there is a place for pencils :-0),
I agree with your observation about students need to be taught to be investigators and be more in charge of their own learning. I struggle with getting students to stop asking me "What do you want me to write?". They get frusrated when I answer back, "What do you want to write?" I think this begins a the younger grades and I think my elementary friends would agree that they have to have a very structured environment or because of the immaturity of the students there would be chaos!
But maybe, we could think of ways to have kids be their own investigators as younger kids so that when they come to high school, it is not such a shock. :-0)
Sharon,
ReplyDeleteI agree. Some students have difficulty thinking of ideas on their own. Others move ahead without a second thought. I try to give choices to those students that struggle with getting started. Hopefully, more and more teachers are embracing project-based learning and by the time the students get to high school, they will be experts. Have a great weekend!
Angie