Constructivism in Practice

            This week, we explored several related instructional strategies.  The thread they had in common was their relevance for constructionist practice in the classroom. Constructionism is a theory of learning based on the studies of Vygotsky, Piaget and Papert. Orey (Laureate Education, Inc., 2011) summarizes this approach as being the process of building “an external artifact or something they can share with others”. He notes that constructivism is usually regarded as more of an epistemology, and is based on the idea that, because of our individuality and unique experiences, the knowledge base we form in our own minds is distinctive.

This diagram is from edweb.sdsu.edu .

 

            http://www.innovativelearning.com/educational_psychology/constructivism/index.htm

            The website above explains that the main idea of constructivism in teaching is that we should spend most of our time correcting and clarifying misconceptions. They state “Additional constructivist strategies include presenting others' viewpoints, promoting dialogue, and emphasizing conceptual understanding rather than rote learning”.  These strategies are especially important when you consider the specific needs of the 21^st century learner.

            Proponents of project-based learning feel that it provides a framework for utilising highly complex problem-solving skills using “both fundamental skills and 21^st century skills” (Edutopia, accessed 2012). In combination with a well-structured social component, and a driving question that “initiates and focusses” the inquiry (Miller, in Edutopia, accessed 2012), this kind of learning embodies the artifact creation espoused by constructionists.        

            In much the same way, the strategy of generating and testing hypotheses explained by Pitler (Pitler, Hubbell, Kuhn, & Malenoski, 2007) results in the kind of analysis of data and personal involvement in product that guarantees high involvement by students.  Artifacts, or products, that are produced and shared under these conditions become a valuable part of the schema of the students that create them.

               One example of a very useful tool for creating an inquiry or project is the webquest. The original proponent of the webquest, Bernie Dodge, describes web quests as follows: "an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web.” According to Dodge, this kind of activity is an excellent use of time because it is focussed, it results in learners using information as opposed to searching for it, and, most importantly, it supports  “ learners' thinking at the levels of analysis, synthesis and evaluation."

            You can find out more about web quests on this site:  www.literacy.uconn.edu/56webqu.htm

            I have not used web quests in the past, but I have used other forms of inquiry-based learning. I look forward to trying a webquest, and in fact have selected a poetry one for my grade fives to try out next week. Constructionism in practice is not new to me, but the knowledge I am gaining in the arena of technology will help me to improve the delivery of information and the access the students have to content and to tools for creating those products.

References.

Edutopia. (n.d.). Retrieved November 2012, from www.edutopia.org: http://www.edutopia.org/project-based-learning

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [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

Miller, A. (n.d.). Edutopia. Retrieved November 2012, from www.edutopia.org: http://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver: McREL.