Constructionist Learning Theory
The constructionist learning theory is built upon the premise that learners stay motivated to learn, and show an understanding of material by creating something. By structuring a learning environment this way, students have a chance to explore what meaning and gain information on their own or with assistance. The approach is much different than a traditional teacher-centered model. By allowing the students to experience the learning, they are more prone to understanding the material rather than memorizing it. An instructional strategy that embeds technology and uses a constructionist approach is generating and testing hypothesis. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when generating and testing hypotheses, learners are engaging in complex mental processes, applying knowledge and increasing their general understanding of the content.
The constructionist learning theory is built upon the premise that learners stay motivated to learn, and show an understanding of material by creating something. By structuring a learning environment this way, students have a chance to explore what meaning and gain information on their own or with assistance. The approach is much different than a traditional teacher-centered model. By allowing the students to experience the learning, they are more prone to understanding the material rather than memorizing it. An instructional strategy that embeds technology and uses a constructionist approach is generating and testing hypothesis. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when generating and testing hypotheses, learners are engaging in complex mental processes, applying knowledge and increasing their general understanding of the content.
Generating and testing hypotheses is closely aligned to the constructionist approach to education. According to Pitler, Hubbell, Kuhn & Malenoski (2007), the six ways to help generate and test hypotheses is through system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. Each of the methods discussed promotes student exploration and creation. Learners are responsible for discovering information and building meaning for themselves and for collaboration.
To apply this strategy in the classroom, I could see students creating a concept map to gather information about specific questions regarding the Revolutionary War. Students could participate in a historical investigation and explore why certain figures such as Benedict Arnold acted the way they did. I could also use an online KWL chart to gather student knowledge and make connections for students. The chart could be completed as the unit progresses. Overall, generating and testing hypothesis is useful across curriculum and could be used in almost any content area (Pitler, Hubbell, Kuhn & Malenoski, 2007).
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
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