This week we have explored the Constructionism and Constructivism Learning Theories and how they apply in today's classrooms. As teachers, we spend our time ensuring that students are learning and that their learning needs are met. Both of these theories address the individual learner and the process of learner. Dr. Orey discusses how beneficial the constructionism learning theory is in the classroom. He states that Constructionism is "a theory of learning that states people learn best when they build an external artifact or something they can share with others." Through this view, we can easily recognize that students do in fact take more knowledge away from a specific learning experience when they are able to create an artificat and share with others what they have learned.
In the Using Technology with Classroom Instruction that Works book, we took a look at Generating and Testing Hypotheses and how it relates to the Constructionism/Constructivism learning theory. While reviewing the material presented in this resource, I quickly realized how it directly relates to this learning theory. Within the text, they discussed the use of spreadsheet software to simulate savings and investments from a financial perspective. When students have the opportunity to interact with this type of software they are exploring how saving money builds interest and earns additional funds of an extended period of time.
When considering Constructivism and Constructionism in the classroom, the use of spreadsheet software directly applies. Student learning begins with interacting with an already designed spreadsheet and learning how to use the spreadsheet to manipulate and see the potential growth of money over a period of time. As students become comfortable with the software, they then have the opportunity to "create" or "construct" their own spreadsheet to simulate or demonstrate what they have learned.
The topic of constructivism vs constructionism can be a hot topic among teachers due to their individual theories of how student learn. However, I feel as though that both constructivism and constructionism both have large role in the classroom. As teachers, we know that there are times where we have to present content in a factual way due to the nature that students need to know the information and then there are times when students can be provided the opportunity to create something based on their learning. The key to working with both of these learning theories is keeping them both in balance or equilibration. While students may be learning information that they need to know, they need to be able to relate to the information and this is where the creating component comes into view.
As a Physical Education teacher, I struggle with this creationg component a great deal. I spend the vast majority of my time teaching students what they need to know and providing them with activities in realtionship to the content that has been presented. Rarely do I have the opportunity to allow students to create an artifact based on what they have learned. However, as an educator I have to take the time and see the value in allowing students to create something based on what they have learned. This is where careful examination of learning outcomes become significant. I have evaluate the outcomes and the outcomes that have more value to them for student learning are the ones that I should provide students with the opportunity to create an artifact based on their learning.
Resources:
Laureate Education, Inc. (Producer) (2010) Constructionist and Constructivist Learning Theories. Retrieved from http://sylvan.live.ecollege.com
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
It really would be hard to create an aritifact in P.E., but I think more importantly you are helping to create a habit and state of mind. Students can take what they do with you and use it to construct a healthy lifestyle to best of their ability. I think that is a very important factor in education especially with the obesity factors of Americans.
ReplyDeleteI agree that both theories play an important role in the classroom. Every student learns differently and we should encourage students to process and learn the information in a matter that suites them best. At the same time, we measure how well our students are learning by how well they can demonstrate and practice what they learn. It may be a little challenging to create an artifact for a PE class, but maybe you can create one from a health class perspective. For you PE class what about having students draw a play for a basketball game, or labeling the correct position on the field for a baseball game? For your health class, you could have students use a spreadsheet to calculate their calorie intake based off of the foods they eat. These are just a few ideas and I hope that they help.
ReplyDeleteKristen,
ReplyDeleteYeah, I do not know how you create an understanding of information when the process of teaching PE is to inform the students on what type of activity they are doing and how to do it. Even the concept of researching would be difficult. I do know that at the high school I teach at one of PE teachers has his students research the muscles affected by certain weights and exercises. They are to catalogue the information and present their findings. He also has his class create a spreadsheet on the weight being lifted with the amount of reps being done and calculating the max lift of the individual. It is a pretty sweet spreadsheet. Nevertheless, I love Latasha's idea of drawing up a basketball play. You could take that even farther by having your students create their own sport. You could even integrate technology by having your students film their sport in action. You could even have your students discuss the rules, scoring system, and equipment needed to participate in the sport.