Constructionism in Today's Classroom

      Chapter 11 of the text Using Technology with Classroom Instruction That Works discusses how to enhance student’s critical thinking and problem solving skills through generating and testing hypotheses.  While traditionally this type of investigation has been used primarily in science classes, the authors of this text clearly demonstrate that this form of instruction can be used across content.  Pitler, Hubbell, Kuhn, and Malenoski state that there are six activities that teachers can incorporate into their instruction that will enhance students abilities to research and solve problems:

1.     Systems Analysis – Students engage in analyzing a system in order to make predictions about how it would change if parts of it were altered or removed.

2.     Problem Solving – Students look at potential solutions to a problem

3.     Historical Investigation – Students analyze a historical event to make educated guesses about the events that transpired

4.     Invention – Students create something to fulfill a pre-determined need

5.     Experimental Inquiry – Students make observations, generate a hypothesis, then design an experiment to test their hypothesis

6.     Decision Making – Students are actively involved in looking at various solutions to a problem in order to come up with the most logical decision

(Pitler, Hubbell, Kuhn, Malenoski, 2007)

Each one of these activities all employ elements of the constructionist theory

in that they encourage students to be actively engaged and construct an artifact/product to demonstrate their understanding.  I have found that when I have used this type of constructionist approach in my classroom, motivation and engagement skyrockets and I am often surprised at the creativity and quality of work that is produced by my students. 

            For the last three years I have had my students participate in The Great Water Challenge.  Within this unit students learn about the global water crisis, water quality, and local history.  At the beginning of the unit students research water quality and identify how humans and the development of cities have impacted water quality over time.  During their research students also identify the three largest point and non-point source polluters in our state and analyze current actions being taken to help limit this pollution.  While students are researching water pollution, they are also learning about the settlement and development of our own watershed.  Students then build a 3-model of our local watershed and make predictions about water quality based on when/where humans have settled and how industries have historically utilized our watershed.  Students use their 3-d models to identify potential problems, and then we bring in various community members and non-profit organizations to speak with us about the realities of our of the water quality in our local water sources. 

            When students have gathered their information and have a good understanding how/why water pollution is a problem, they are then responsible for creating a public service announcement to educate our local community about how people in our community can limit and/or prevent water pollution.  I find this activity to be highly engaging for students and many of them were very proud when their public service announcement was shared on our cities’ website.  Each year I have done this project, I have made multiple changes to improve student productively and quality of research.  I have found that technology has been a great motivator for many students and has allowed us to analyze and synthesize information from various resources.  This type of constructionist project takes a lot of time, but I believe that the providing students with the opportunity to engage in an authentic learning experience is definitely worth the time. 

            I have also had students create a variety of movies in my classroom.  The main tool I have used is a free program found at www.animoto.com. There is a free version that allows users to create 30 second videos and there is a free educator upgrade that allows teachers and 50 of their students to created videos of unlimited length. I have used this program to provide students with a medium in which they can using text, images and audio to demonstrate their knowledge of a particular concept we learning in the classroom.  I was excited to see the simulation software links at the end of Chapter 11 in the text Using Technology with Classroom Instruction That Works, and look forward to exploring these site to see how I can incorporate them into my classroom. (Pitler et al., 2007)

            I believe that elements of the constructionist theory have strong implications for the classroom, and can produce a quality learning experience for students.  Dr. Orey states that “people learn best when they build an external artifact or something they can share with others.” (Laureate Education, Inc., 2011).  While I think many educators shy away from this type of activity due to pressures of mandated tests and lack of time, research has shown that many students who have participated in these lessons/activities performed at standard or above standard compared to students taught in a traditional format.  “Those students using simulation software not only recorded higher test scores but also – and perhaps more important – showed overwhelming enthusiasm while learning the material.” (Pitler et al., 2007, pg 214). 

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [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

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