A central component of both constructivist and constructionist learning theories is that learning isn’t imparted from teacher to student, but must be developed by the learner him or herself. Constructionism expands to include the necessity of the creation of something tangible to allow the learner to make connections to allow for assimilation or accommodation. This practical application and connection to self allows the learner to find relevance in the challenge and motivation that allows for learning.
Constructionism supports the method of having students generate then test a hypothesis. The sciences have used this approach very successfully. Technology has been developed to support the activities so students can concentrate on the results and analysis rather than the mundane tasks needed to generate data. Problem-based learning and webquests allow for more discplines to use the hypothesis concept.
Students could identify a real-life problem then using the hypothesis-test mode explore answers. Through the process, students are assimilating information and possibly even accommodating new thinking. The process isn’t explicit, but rather implicit. It’s not necessary to point out that students are learning to compare and contrast, test and analysize, manage expectations and time, and the multitude of other skills required to work through the process. Students may blunder, but it is through these missteps that they can self-analyze and self-correct. A well-designed webquest could also provide the same type of exploration. A student or team can be given a problem, goal or purpose then given the leeway to find the end result. It is important to the constructionism theory that the students are allowed to chart their own way and to produce their own artifact at the end.
I personally believe in constructionism. It allows the student to become the teacher and the teacher take on the role of facilitor. Brain research has proven that memory is developed through concrete experience. Earlier in the class, Dr. Wolfe shared findings that the brain is good at remembering what was seen and experienced. She also explained how emotion can impact learning and memory. The more emotional connection to the problem or project, the more the student will engage and learn.
Theresa,
ReplyDeleteI enjoyed reading your entry this week. I agree with you that the sciences incorporate constructivism and constructionism often and successfully. I think that when most people first begin to study constructionism, that is the subject they most identify the learning theory with. However, it can and is used effectively through webquests and the use of other technologies to help our students to become effective learners. I, too, am a believer that hands-on experiences help students to retain the most information and store it in their long-term memories. The more a student physically, emotionally, and intellectually interacts with a lesson, the more learning will happen.
Thank you.
Elizabeth
The use of web quests and other inquiry based type projects gives students the ability to become deeply involved in their own learning. This engagement is essential for retaining the material. The technology we have available now is instrumental in this process by allowing students to research, product artifacts, and all while engaging students in a medium they are adept at using. So while students maybe outside of their comfort zone when utilizing new concepts, they at least will use a medium they are confident with.
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