Constructive Learning

Our minds and experiences are so diverse that a concept as simple as a chair can lead to so many images. When you think of a chair do you picture a wooden chair? A plastic chair? A comfy recliner? Perhaps a zebra print chaise lounge? Everyone has such creative minds that it is impossible to limit the image of a chair to one perspective, this is how constructivism works: each learner actively constructs his or her own learning, (Laureate Productions, Inc., 2012).  When we allow students to actively engage in constructing their own learning there will be multiple versions of the same concept. Students who take the time to create a project will demonstrate their knowledge of the topic and the connections they make to the topic through their individuality.

One method of constructivist teaching is to allow students to generate and test hypotheses. When given a problem, students will have many different ideas on how to approach the solution. Although this is associated mostly with science, we generate and test hypotheses frequently in our daily lives and throughout many subject areas. For example, if I am looking for the best price on cereal I will form a hypothesis on where the best deal will be found based on my prior experiences. I can then test that hypothesis by checking the prices at several different stores. While this is a time consuming method of shopping, it does show how I am able to construct my own learning of where the best price is found. 

A common problem with testing hypotheses is the data collection. However, “technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data- a process that can be tedious and error prone”, (Pitler, Hubbell, Kuhn, & Malenski, 2007,p 203). Cutting the time spent on calculating and gathering data will encourage students and teachers alike to spend more time generating hypothesis and forming conclusions. Instead of just watching a movie on water pollution, students can easily test local water sources through the use of probeware; survey results can be calculated quickly through the use of spreadsheets, and search engines can cut the legwork off of research (such as with my cereal prices).

Project based learning is another form of constructivism and constructionism as it allows students to create something that shows what they understand. Again, the creative solutions to the students’ problem are endless. I visited a website of project based learning ideas (http://webquest.sdsu.edu/designpatterns/all.htm) and the ideas on the website itself are testament of the creativity possible in project based learning. There are so many ideas and options that people have brainstormed and used when asked to show project based learning.  I encourage teachers seeking to promote creative, constructivist learning to visit this site for ideas in many subject areas.  Taking the time to have students create an artifact that shows their learning will be more meaningful and memorable to the students than a traditional lesson.

References

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

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