Constructivism in Practice

               

             Constructionists believe that knowledge is actively constructed in the mind of the learner when they are actively engaged in creating an artifact that they can share (Orey, 2001). In a constructionist classroom, the teacher acts as a facilitator of learning rather than the giver of knowledge. The students learn by doing, using a hands-on approach to learning.  The classroom would be student centered where the teacher acts as a coach and motivator.  A constructionist classroom will utilize rubrics, dialogue, multiple strategies, inquiry, projects, and collaboration (Orey, 2001). These tools focus on what the student is learning rather than what the teacher is teaching. One strategy teachers can use to create a constructionist classroom is by utilizing project based learning.

                Project based learning; PBL is an instructional strategy that has students find solutions to problems in real world context (Orey, 2001). PBL is usually used in a collaborative learning environment where a group of students are trying to find a solution to the given problem. There is an emphasis on creating an artifact as part of the solution to the problem.  For PBL to work, students must feel that the work is relevant to them. The teacher must be available for students to help guide them and motivate them. The teacher cannot just give the solution to the students. There are three phases for PBL. During the first stage, students choose their project; during the second stage students create their artifact, and in the third stage students share their artifact (Orey, 2001).

                Generating and testing hypotheses, allows students to engage in complex mental processes, apply content knowledge, and enhance their understanding (Pitler, Hubbell, & Kuhn, 2012). This strategy is a form of problem solving which could be incorporated into PBL. Students could test their hypotheses and create an artifact of their conclusions. There are four processes for testing hypotheses; analysis, problem solving, inquiry, and investigation (Pitler et al, 2012). These processes are similar to the characteristics of constructionism. Technology is an important factor in generating and testing hypotheses. Graphic organizers are a useful tool in showing the relationships between factors.  Cacoo is a useful site that students and teachers can use to create graphic organizers, flow charts, and concept maps. 

                  A data collection tool that students could use is a microscope. A microscope can be used to see the pollution in water, count bacteria, observe living specimen, or check the health of an ecosystem. Students can use the data collected to help answer their problem. The internet is also a helpful tool for collecting data. Students can find other data collected by scientists all over the world and compare their results to what they found. Simulations allow students to test their hypotheses without the danger or ethical dilemma that may be created by their tests. There are many sites available for simulations for students and teachers to use. These sites also allow students to see the possible outcomes very quickly instead of over a long period of time.

                I plan to incorporate more PBL opportunities into my classroom next year. Due to a lack of available technology, it has been difficult to utilize computers as much as I would like to. Next year, my school will have six computer labs instead of just the two we have this year.  I want students to create concept maps and flow charts to show the relationships between the ideas they are learning about. Life science builds upon itself throughout the year. We start with the cell and build throughout the year until we end up with the human body. A concept map that they can refer to all year and add to it as we complete a unit will help students to see the big picture. I already have students test hypotheses but I need to create an activity that is more open ended and will allow students more freedom to find the answers. 

 Useful site for creating concept maps:

https://cacoo.com/getstarted/

Useful site for interactive simulations:

http://phet.colorado.edu/

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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