Constructivism or constructionism, is a learning theory that suggests students process information by constructing knowledge through assimilation and accommodation of first-hand experiences and the creation of representational artifacts (Laureate Education, Inc., ND). Many instructional strategies correlate with constructionism, including generating and testing hypotheses, learning by design, project-based learning, and problem-based instruction.
Generating and Testing Hypothesis is an instructional strategy that correlates with the principles of constructionist learning theories by encouraging students to generate hypotheses and make predictions about the outcomes. The construction of a hypothesis includes using strategies such as systems analysis, problem solving, investigation, invention, and experimental inquiry (Pitler, Hubbell, Kuhn, & Malenoski (2007).
Other strategies such as learning by design, project-based learning, and problem based instruction are all similar student-centered instructional strategies that focus on first-hand experiences with meaningful self-chosen open-ended problem solving topics that are expressed through a collaboratively constructed artifact with real world applications (Hun & Bhattacharya, 2007). While using words to express the information is crucial, the physicality and sensation of creating the artifact that represents the information visually and symbolically creates a mental image and reinforces the knowledge for the student (Marzano, Pickering, & Pollock, 2001).
Unlike behaviorist learning theories which rely on a more direct and structured step- by- step instruction that results in previously determined knowledge and skill sets, constructionism promotes multiple answers to open-ended questions giving students creative choices regarding methods used in constructing artifacts (Glazer, 2007). These strategies are associated with constructionist theories through the assimilation and accommodation of information in a layering and scaffolding design that creates whole new schema (Laureate Education, Inc., ND).
References
Laureate Education, Inc. (Executive Producer). (ND). Constructionist and Constructivist
Learning Theories. Bridging learning theory, instruction, and technology. Baltimore:
Author
Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-
based strategies for increasing student achievement. Alexandria, VA ASCD
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Glazer, E., (2007). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on
Glazer, E., (2007). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Hun, S., & Bhattacharya, K., (2007). Constructionism, Learning by Design, and Project Based
Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved from http://projects.coe.uga.edu/epltt/
I think incorporating more constructionist techniques is especially important for training students to be workforce ready. Many jobs will require them to demonstrate their abilities through collaboration and projects. Instilling in them the skills necessary for a 21st century workforce is something we as educators should definitely focus on.
ReplyDeleteI totally agree... building artifacts that have real world application and problem solving should be a focus of today's learning community. It is so important for students to know that the curriculum is relevant to real life.
DeleteConstructionism is a theory that ties in very closely with skills our students will need when they get into the work force. Using a constructionist lesson plan students will not only learn the content but they will learn problem solving, collaboration, research skills, and communication. Thus is it is imperative as a a teacher to teach them these skills.
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