Constructivist learning theories focus around the student forming their own understanding of new ideas and it is suggested that the creation of an artifact should be part of the learning process. According to the constructivist’s view, knowledge is “actively constructed in the mind of the learner”, “they investigate, create, and solve problems”, and “the instructor acts as a facilitator” (Orey, 2001).
This week, in Using Technology with Classroom Instruction that Works, we read about an instructional strategy that incorporates technology called “Generating and Testing Hypotheses”. This strategy correlates with the principles constructivist learning theories. The process of generating a hypothesis and then testing it helps the student form their own understanding of the information which is what constructivism is about. “Typically, students research a problem, form a hypothesis, and collect data to confirm, deny, or revise their last hypothesis” (Pitler, Kuhn, & Malenoski, 2007). I think that this is a great way to learn, let the student take an educated guess based on prior knowledge and then either they will be proven to be correct or they will learn from their mistakes—they are forming their own meaning and understanding. The examples given in the course text incorporated technology such as teacher-created interactive spreadsheets, data collecting tools (such as probes and the internet) and web resources (such and games and simulations) to make this strategy even more effective. It “allows students to spend more time interpreting the data rather than gathering the data” (Pitler, Kuhn, & Malenoski, 2007). All of the ideas presented as suggestions for guiding students to generate and test hypotheses required them to think analytically and critically.
The Project Based Learning (PBL) tools that were explored through this week’s resources offer many ways to use projects as learning experiences. I also think that they are effective because they integrate technology and multiple academic subjects. “Constructionism is reflected in PBL by
*Creation of a student centered learning environment
*Emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives” (Orey, 2001).
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I also really liked the strategy of "Generating and Testing Hypothesis." Prior to reading this chapter, I would not have thought to use this approach unless the material was science related. I think that it has great application in many areas even if they are not science related. Creating a hypothesis can provide the students with a great deal of ownership in the assignment. Students may feel very successful if their research supports the hypothesis. If not they can consider information they may be missing and establish a new hypothesis. This is a great strategy for teaching problem solving and the use of technology can fit well with it.
ReplyDeleteJenny
Vicky, I also believe that one of the best ways for students to learn is to allow them to explore, make educated guesses, and test to prove whether or not they were correct. If they weren't correct, then they should anaylze their work and learn from their mistakes and continue to formulate a different idea or strategy. This process requires critical thinking skills, being able to see connections in the content, and accessing prior knowledge. Though I think this can be effective, I think that some students today don't mind being "spoon feed" the information. With some of my students, if they can't solve a math problem, they simply give up and move to the next one. They'll expect that someone will explain it to them later. I wish the students would not give up so easily. Sometimes, they make careless and simple mistakes. I'm thinking to myself, "did you really need me to point that out to you?" I am surprised sometimes that they don't see it. I also feel that students these days want information and feedback immediately and they don't have the patient to try to figure things out.
ReplyDeleteVicki,
ReplyDeleteI was just letting my mind float after reading your post and I realized that we,as educators, are constantly making guesses, discovering what is correct,or learning from our mistakes; forming our own meaning and understanding of what we find effective in instruction. We learn this way, and therefore, should use our own learning patterns as a model. We aren't any different than our clients,are we?