Constructivism is a theory that states people learn best when they build an external artifact or something they can share with others (Laureate Education, Inc., 2008). In this week’s resources, Pitler, Hubbell, Kuhn, and Malenoski discuss the strategy of “Generating and Testing Hypotheses” as a means of “engaging [students] in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, et al., 2007, p. 202). The use of this strategy can create a very rich, inquiry-based learning environment that engages students in activities that challenge their higher-order thinking skills.
The addition of technology to this strategy not only frees students from the tedium of research and data collection typically associated with such activities. Spreadsheet software, such as Microsoft Excel, allow students to interact with their data in such a way that they are able to look for patterns, easily changes variables to test their ideas, and make calculations with relative ease. Turning their attention away from doing these pieces by hand frees their minds to think about the “big picture,” thus creating a much more meaningful learning situation.
Data collection tools also allow students to quickly gather and sort data, a process that would be quite time consuming, if done by hand. Using the technology for this part of the process allows students to spend more time and energy on the interpretation of the data, which is where the “real” learning takes place.
Web resources like simulations, “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007, pp. 212-213). Students are able to create situations where they can test and revise their ideas based on what happens in their simulation.
Dr. Orey reminds us that the constructivist approach to learning has its focus “on students being active and engaged in the constructing of artifacts” (Laureate Education, 2008). The generating and testing of hypotheses is rich in creation, from the hypothesis itself, to the simulation or test situation, to the presentation of the results. This strategy directly correlates to the principals of the constructivist theory.
References:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Your post was wonderful! I thoroughly enjpoyed reading it. When you discussed about student data collection tools allowing students to gather data quickly and more easier, also less likely of having mistakes or errors when they themselves are having to collect the data on their own. I just think about the students I teach and how most students are all about getting the project or work done quickly because they get bored easily. By these tools doing the most streneous work, students are more likely to stay engaged and be more encouraged to learn and retain more information. Any activity that can encourage students to think outside the box or more than they normally would, help students increase knowledge and require them as you said to use higher thinking skills.
ReplyDeleteJennifer
Jennifer,
ReplyDeleteThanks for the kudos! :) I've learned that keeping track of large amounts of data and getting that data organized by hand is not one of a 7th-graders' strenghts! By implementing technologies that help them with that, they remain engaged and focused! :)
Deana