Constructivism in Practice

Hi everyone.

This week we learned about constructivist and constructionist learning theories. The main points of constructivist/constructionist learning theories are that people learn best when they are actively involved in creating something. Another important part of the constructionist learning theory is that people use the following four mechanisms for learning: “equilibrium”, “assimilation”, “accommodation”, and “schema” (Laureate Education, 2010). The instructional strategies described in this week’s learning resources correlate with the constructivist/constructionist learning theories because they tie to the four mechanisms for learning and involve student learning and actively creating an artifact. Below I will discuss some of the learning theories and how they tie to constructionist theories.

One learning strategy is to implement spreadsheets usage in the classroom as a means for students to compare data. The use of spreadsheets as a means for students to compare and analyze data, and then present their findings, ties to the constructionist learning theory because it allows students tie new information to previous schema, and create a product based on their findings. In our textbook we read about Mrs. Omar’s use of spreadsheets. In the case of Mrs. Omar’s use of spreadsheets, she provided for students to make a hypothesis based previous knowledge, then allowed them to test their hypothesis using the spreadsheet technology. This process of analyzing the data provides students with the chance to see the actual results; and, at that point disequilibrium may occur, forcing the students to use “accommodation” (changing/adapting the results to fit into their previous schema) or to use “assimilation” (changing their previous schema to fit the results) (Laureate Education, 2010). As assimilation deals with completely changing previous schema, it is important to note that assimilation is not likely in adults (Laureate Education, 2010). And, as stated earlier, assimilation, equilibrium, accommodation, and schema are all mechanisms for learning using of cognitive learning techniques. The use of other data collecting tools closely resembles the use of the spreadsheet for analyzing data and finding results.

Another constructivist/constructionist learning strategy discussed was having students use “web resources” like simulations and online demonstrations, and “gaming software” to learn about new topics and situations. These web resources and games can be used by students to gain a new perspective on previous knowledge, and then students can create a presentation of some sort to share their findings. According to our textbook, there are six tasks that our students engage in and that help them come up with and evaluate hypothesis. A few of the tasks that can be offered by web resources and game software are: 1) “system analysis”, 2) problem solving, 3)“historical investigation”, 4) “experimental inquiry”, and 5) “decision making” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Through these tasks, students learn about new concepts and then accommodate their knowledge banks. The process of learning through investigation, analyzing the data, and then creating a product based on the inquiry, is what the constructivist/constructionist learning theories are all about.

There were other learning strategies mentioned in the learning resources, like having students use Power Point to create a product (Laureate Education, 2010). However, Dr. Orey summed it all up when he said, “whatever tools they use, if the student is involved in creation, then they are using constructionism” (Laureate Education, 2010). All of the learning strategies discussed this week are common in that they involve having students use tools (many of which are technological) to learn new concepts. They are also common in that, during the learning process, disequilibrium occurs in students, thus forcing students to “accommodate”; and finally, they are common in that they end with students creating products based on their new found knowledge. The principles of constructivist/constructionist learning theories are based on the same learning, accommodating, and producing of products as was described in the learning resources. I must admit that, of all the learning theories, the constructivist/constructionist theory seem like it may be the hardest to successfully implement; and, I think that is because it seems to require a great deal of forethought, preparation, and accommodation of individual student personalities, abilities, and learning styles.

Tonya Todd

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Constructionist and Constructivist Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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