Building Knowledge: Constructionism in the Classroom

         To contradict the philosophy of Kevin Costner’s movie Fields of Dreams, “If you build it, they will come,” research today shows that students who get to do the building are more likely to come; they will come to class ready to be engaged, take control of their learning, and gain a deeper understanding of concepts that they are a part of discovering on their own.  Project-based and problem-based learning are two ways teachers can use a constructionist learning theory in class, and the benefits to students are evident: increased motivation, increased problem-solving ability, improved media research skills, increased collaboration, and increased resource management skills (Orey, 2001a, para. 53).  Students who are able to generate and test hypotheses can embed technology to create meaningful, authentic products.

     By engaging students in a variety of structured tasks that allow them to generate and test hypotheses and have them explain their hypotheses, predictions, and conclusions, we are engaging them in complex mental processes and enhancing their learning of the content (Pitler, Hubbell, & Kuhn, 2012, p. 204). The basis of this learning is the creation of which the students are a part:  they create their questions, they create their hypotheses, and they create the research that will allow them to gather data and make conclusions.  They are not just sitting listening to a lecture and focusing on the lower levels of Bloom’s Taxonomy; they have an opportunity to see applications and perform analysis before they know more basic concepts of a situation (Orey, 2001b, para. 20).  They are building their own learning.  They are actively constructing their own meaning that is unique to each of them (Laureate Education, Inc., 2011).

     Integrating technology can reinforce this instructional strategy that allows teachers to assist students in generating their hypotheses that incorporate systems analysis, problem solving, experimental inquiry, and investigation (Pitler et al., 2012, p. 205).  Technology allows students to focus on interpreting the data rather than simply gathering and calculating it.  Graphic organizers allow students to scaffold their understanding so they are not completely alone in acquiring new information.  Kidspiration and Inspiration are two suggested websites that allow for brainstorming and organizing of information (Pitler et al, 2012, p. 205).  Once students proceed to the data collection and analysis portion of their project-based or problem-based learning, spreadsheets in Microsoft Excel can assist them as they manipulate data (Pitler et al., 2012, p. 209).  Instructional interactives such as Realityworks and Webquests are simulations and games that allow students to use their own background knowledge and build on that as they make predictions, receive immediate feedback, and see the outcomes of their hypotheses when a project is not feasible in real life (Pitler et al., 2012, p. 215, and Orey, 2001b, para 57). 

Regardless of how students brainstorm, collect data, and make conclusions, the key to applying a constructivist or constructionism theory of learning is to let them build.  Building and testing hypotheses allows students to take real world, authentic situations and create their own meaning from them.  If we let them construct their own thinking, then we as educators are allowing students to build their critical thinking skills, their problem solving skills, their ability to research, and their ability to work with others and collaborate.  That is a product worth our investment.  Let them build.

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

Orey, M. (Ed.). (2001a). Constructionism, Learning by Design, and Project-Based Learning.

 Emerging perspectives on learning, teaching, and technology. Retrieved

from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Orey, M. (Ed.). (2001b). Problem Based Instruction.  Emerging perspectives on learning,

 teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?

title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD