The Constructionist Learning Theory

This week’s learning resources focused on both the constructionist learning theory and putting the concept of generating and testing hypotheses into practice within the classroom.  In the video “Constructionist and Constructivist Learning Theories”, Dr. Michael Orey explained that the constructionist view is one that is important for teachers to use in the classroom.  This learning theory is based upon giving students first-hand experience with a particular concept in order to increase understanding.  If the student is involved in creating or building something, he/she will be able to better recall that piece of knowledge at a later date (Laureate Education Inc., 2010). 

The book Using Technology with Classroom Instruction the Works discusses the instructional strategy generating and testing hypotheses.  I first read the title of the chapter and thought that my students would have a very hard time going in depth into this strategy.  We generate and test very basic hypotheses because this is what my students are educationally ready for.  As I continued reading, however, I noticed some really good ideas that would be great for my younger class.  I also noticed that there is a distinct correlation between this strategy and the constructionist learning theory.  Pittler, Hubbell, Kuhn, and Malenoski, 2007, state: “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the concept” (pg. 202).  The act of generating a hypothesis means that a student has thought about the problem and using previous knowledge creates what he/she thinks will happen when an experiment is conducted.  As Dr. Orey says that students need to create to be invested in the content and learning, I believe that going through the process of creating and testing allows a student to take ownership in their idea as well as their learning (Laureate Education Inc., 2010). 

As I was reading the chapter on generating and testing hypotheses I liked the authors’ suggestion of using the internet for web resources.  One they listed was from the Minnesota Zoo called matchmaker (Pittler, Hubbell, Kuhn, & Malenoski, 2007).  Though this might be over the heads of my students at this point, it is something I will search more in depth to use in my own classroom.  This game in particular was based on breeding tigers for survival.  The student gets to test their hypothesis on which tigers should breed to create young that will survive.  The game starts with an informational clip, and then students are able to pick and choose tigers to see what kind of DNA will work best together.  As students cannot just walk into a zoo and help breed tigers, this game gives students a very real way to test the hypothesis they have created that they would not ordinarily be able to do.  Though students are not actually experiencing being a zoo keeper and breeding tigers, through the internet they are coming very close.  Ultimately, technology is a wonderful tool that allows teachers to bring different situations into the classroom, such as this one, that students would only have been able to think about and never really experience.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbel, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: McREL