Constructivism in Practice

Constructivist Learning Theory

            This week in our learning we have learned about the constructivist and the constructivism learning theory. Constructivism refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind (Hein, n.d.). The principles of constructivism, increasingly influential in the organization of classrooms and curricula in schools.

            Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate Education Inc., 2011). Constructionism as Papert mentions (1993) is both a theory of learning and a strategy for education. It builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners do not receive ideas; they create ideas. Moreover, constructionism suggests that new ideas are more likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others. Papert, (1991) differentiated between constructivism and constructionism:

            When students generate and test hypothesis as the way we did in our science fair, they are engaged in a complex mental process. Our book points out that the teacher can help students to drive hypothesis by way of system analysis, problem solving, experimental inquiry and investigation. Technology is helping along this avenue in providing the software and data crunching needs by way of interactive applets and probe ware. Teachers can use technology to maximize teaching time and meet the instructional goals for the hypothesis. Learners should attempt to resemble scientists in non-trivial ways, engaging in independent theory formation and hypothesis testing. To relate to a classroom experience, just remember those times our lovable science teacher encouraged us to work with our art teacher to create a device which would brace the impact of an egg. We would then head up to the top of the school and toss our creations off the building. Some lucky students’ designs would work, while most of them wouldn’t.

 

            In problem based learning, (PBL) class activities are constructed around a problem or problems. There is no instructor intervention, just coaching. This was commonly referred to as team building exercises in the Army when I served. One activity gave us a team of 6 instructed to devise a way across an obstacle using limited tools and resources. In the classroom, the students are empowered to take a responsible role in their learning. The instructor, much like the drill instructor is not the go to source for information and knowledge. Students like the soldiers assume the initiatives to inquire and learn. All the instructor in boot camp made us do was to provide guidance and support. Additionally that support came in the form of corrective training if the standard was not satisfied in a certain time frame. What students learn during their self-directed learning must be applied back to the problem with reanalysis and resolution. Problems are invoked as a stimulus for students to start the learning process. Students reason through the problem and find out what they already knew and what they should know in order to find a solution to the problem. It is through this active and reflective thinking process that students become responsible for their own learning. It is the application of their knowledge to the problem that students test and integrate what they learn. In general, PBL aims to motivate students to engage in the learning process and to help foster problem solving skills. (http://www.personal.psu.edu/wxh139/PBL.)

          Another PBL is referred to as project based learning. Just think about this as the time you were in elementary school and had to pull off the remarkable feat known as the science fair. This was back before Excel and technology played a role. Remember the Elmer’s glue, scissors and construction paper. As well, there were a variety of tools at our disposal. Ahh, the encyclopedia, a wealth of information for this learning back then. The better off students had parents who ultimately helped and shopped for lettering at the office supply store. What awkward memories this brought along. In project based learning, students are given just that, a project to be accomplished. This could be something from the aforementioned science fair, to some type of book report, to art display. While I was part of my art course in high school, some of the assignments were particularly vague, and made students interpret a wide variety of vocabulary such as feelings, and emotions. This lead to a variety of interpretations, which ultimately lead to a bunch of abstract art. It was creative, innovative and purposely driven. This was a culmination of student ideas and thoughts put into art.

             In conclusion, this blog post I hoped to be able to tie into some of the instructional strategies discussed this week. Test and hypotheses engage students in a mental exercise in how a problem can be resolved by though rough scientific examination. The tools for this can be best regarded as our typical exercise in school known as the science fair. Problem based learning gave students a problem to solve. Students are part of a learning mechanism that determines the best solutions to a particular problem. They have to take initiative and have the responsibility to solve the problem on their own with limited teacher interaction. Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. These types of instructional strategies reach the core of constructionism and constructivism approach. They engage students in a high level of interaction and ask them pick, explore, inquire, investigate and question the world they are engaged in.

Reference

Hein, G. (n.d.). Constructivist Learning Theory. Exploratorium: The museum of science, art and human perception. Retrieved May 24, 2014, from http://www.exploratorium.edu/ifi/resource

Mandel, S. (n.d.). Why Use Virtual Field Trips?. Pearson Prentice Hall: eTeach: Retrieved May 17, 2014, from http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html

Stavredes, T. (2011). Effective online teaching: foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

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

Papert, S. (1993). The Children's machine: Rethinking school in the age of the computer. New York: Basic Books.

Problem Based Learning. (n.d.). Problem Based Learning. Retrieved May 25, 2014, from http://www.personal.psu.edu/wxh139/PBL.