Constructionism and Hypotheses

This week I explored the constructionist learning theory and looked at some instructional strategies that correlate with this theory.  I am glad that I was able to get some insight into the difference between constructionism and constructivism, as I have heard these terms used interchangeably and never knew which was the right term to use.  In this content, I will be referring to constructionism, which is the learning theory that states that individuals learn best when they are able to construct something that can be shared with others (Laureate Education, Inc., 2011).  When we speak of constructionism and how it is applied in the classroom setting, we are often referring to project-based learning, or problem-based learning.  This is the theory that I identify with the most in my practice, and that is because it fits directly in line with the vision of the district that I work for.

In Using Technology with Classroom Instruction that Works, chapter nine focuses on generating and testing hypotheses.  At first glance, I wondered how this applied to subjects other than science.  But this chapter explains how this fits in to other subjects and it also correlates to the constructionist theory.  When I thought about it more, generating and testing hypotheses is really what we are asking our students to do when we engage in constructionism.  They are engaging in the problem solving process.  Generating hypotheses can often take the form of brainstorming using software such as Inspiration and Kidspiration (Pitler, Hubbell, & Kuhn, 2012).  Testing hypotheses really is the process that students take in order to create their final product.  Often in this process data analysis and collection is necessary.  In my own experience, Microsoft Excel has come in handy in a project where students had to analyze large amounts of data.  By using a program that does the calculations instead of having students do this manually, instructional time is maximized and learning objectives are met, while students gain deeper understanding and use critical thinking skills (Pitler, et. al., 2012).  These tools work seamlessly with the constructionist learning environment because they allow students to brainstorm and make predictions, as well as aggregate data in order to test hypothesis.  This can then result in better quality student work and final products, because students have been scaffolded to a higher level of thinking. 

Resources

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

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