Constructionist Learning Theories

When people think about generating and testing hypotheses, many might automatically think of how this idea applies to science. Generating and testing hypotheses, however, is something that can be done in any content area, and refers to students “engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al., 2007). Meanwhile, constructionist theory suggests that students must have hands-on experience to understand new material and revolves around students creating a product. These activities, according to Pitler et al. (2007), include:

1. Systems analysis-Students study the parts of a system and predict what might happen if certain aspects were changed or removed.
2. Problem solving-Students examine possible solutions to a problem.
3. Historical investigation-Students brainstorm theories about historical events which remain open to interpretation and discussion.
4. Invention-Students develop a solution to satisfy a need.
5. Experimental inquiry-Students make observations, theorize about why something occurred, and participate in an experiment to test their hypothesis.
6. Decision making-Students develop possible answers or solutions, and analyze those solutions to determine which one is the best.

Each of these tasks which involve generating and testing hypotheses support the theory of constructionism by involving students in hands-on learning activities. Furthermore, technology allows teachers to develop engaging learning activities which reinforce the idea of generating and testing hypotheses. For example, there are webquests available for all subject areas. Some terrific history webquests pose questions, then require students to “investigate” and develop their own hypotheses about what happened, based on the facts collected during their internet investigation.

Many of these activities are ideal for partner or group work, which helps develop critical 21^st the century skills of collaboration and communication. And while some tasks do not necessitate technology use, technology can easily be incorporated in some way. As Orey (2001) stated, PowerPoint software is a tremendous tool that supports the theory of constructionism. Students can actively participate in learning by creating a PowerPoint presentation. This process can be tied to an activity which requires generating and testing hypotheses, such as problem solving. Students can examine possible solutions to a problem, and then present their possible solutions, along with explanations and multimedia, to their classmates in a PowerPoint presentation.

Constructionism encourages hands-on learning experiences for students. Constructionism “suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Han & Bhattacharya, 2001). My experience with my students supports this—they are most excited about learning when they have the opportunity to actively participate and create a product. Therefore, I will continue to incorporate problem-based and project-based learning activities in my classroom.

References

Laureate Education, Inc. (Producer). (2009). Constructionist and constructivist learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 24, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.