As a teacher of science, creating and testing hypotheses is something that we do from week 1 of the science curriculum. When possible, I try to incorporate as much technology into my units as I can, because it’s something that not only I find fun, but the students do as well. In our first real lab of the year, my students begin using computers to create and test a hypothesis.
Our first lab of the semester, entitled the “Mortality Lab” is based around the question, “who lives longer?” Students have to devise a plan and investigate the mortality ages of a population from around the country. The goal is to see which gender lives longer. During this time, students not only focus on the scientific method, but also how to graph and analyze their own data. When students are focused on the activity at hand, “they are engaging in complex mental processes, applying content knowledge like facts and vocabulary and enhancing their overall understand of the content,” (Pitler et al, p 202, 2008). This activity not only helps them learn the scientific method, but also how to analyze the data and draw conclusions as well.
This lab is a great tool that reinforces the ideas behind the constructivism and constructionism learning theories because it not only helps them build on their knowledge from their experiences, but it also has them create a report that demonstrates their knowledge and documents their experiences. Dr. Orey commented that these are two main points of the constructivism/constructionism theories (Laureate Education Inc. 2009).
Using technology in the classroom is a great tool to support constructionism in any class. Part of what makes the theory effective in the classroom is that students love to create and showcase their work, and by having them create something, whether it be a PowerPoint presentation, movie in MovieMaker or anything along those lines, students love to learn new material through building something. Students today learn through more technological methods today and expect instant feedback on their work. One of the most effective tools that can be used as a way to promote this and have students lead a discussion on their own is the use of a blog. Although students can create their own views and statements or assignments have an interclass critique and discussion about each piece so they can explain themselves. This is a great tool for students who are creating a piece of literature for an English class, or any other reflective essay.
Technology is something that is not going to go away, and teachers must embrace the use of it and create lessons that incorporate it into their curriculum. As they do this, they must also consider the use of the constructionism and constructivism theories to further enrich their teaching strategies.
References:
Laureate Education, Inc. (Producer). (2009). Program six. Constructionist and Constructivist Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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You are right about technology being used in the classroom and teachers being willing to use it. Many times today, teachers are using technology, but students are still doing the same thing as before. I think were constructionism really becomes affective is when a teacher is willing to move beyond using Microsoft Word to simply type a story. It is when a teacher allows students to write a story, lay it out in Publisher, illustrate it with personal photos or art work and then print it is when true constructionism is put into practice.
ReplyDeleteTravis,
ReplyDeleteI think that your comment that teachers need to embrace technology is important, but I think it goes further than that. Some teachers don't want to explore different learning theories and therefore are unable to reach all their students. As you say, constructionism is a really enriching way of teaching and allowing students to apply higher-level thinking skills.