Constructivism/Constructionism in Practice

Dr. Orey (2009) distinguishes between constructivism and constructionism in that the “v” word refers more to a construct of our own meaning of something. Whereas the word with the “n” is a person engaged in building something to be shared with others.

According to Pitler, Hubble, Kuhn, and Malenoski (2007) when a student forms and tests a hypothesis, there are many advanced learning processes that goes on to enhance the student’s overall learning. Dr. Orey (2009) says, as students learn, they put themselves into a state of disequilibrium. The ultimate goal is to find a way back to a state of equilibrium. How are students going to do this? Creating and testing a hypothesis is one way to accomplish this task. In asking questions and trying to find the answers, students can alter their schema through assimilation and accommodation. Dr. Orey indicates that when students use any tool or technology to build something, they are involved in constructionism.

Although the most familiar way in testing a hypothesis would be in a science class, this can happen in other subject areas as well. Regardless of the subject matter, as students begin to research, test, and analyze, more questions will arise. These secondary questions will require more research and facilitation by the teacher. In producing a project or artefact, a student can gain a more in depth knowledge of the subject area than if the teacher provides the information (note taking). If the final product is successful, the student will have gained the content knowledge plus a deeper understanding based on the previously mentioned secondary questions that arose during the process. Student learning can also increase by the fact that the projects and hypothesis created is student generated. The project is something that is of interest to them (the student), and therefore the learning is authentic. A self-chosen project can also act as a driving force to learn. Students can see how education is applicable to real world situations. School becomes more than just a place where you sit and have information passed on to you. School is now a skills-based place where learning is doing.

When students are engaged in this type of learning, there must be time taken to teach how to do this. The teacher will take the role of facilitator instead of information provider. Students must learn how to use rubrics successfully as a guide to complete their work. Students must learn that collaboration with others is a time for on task discussion, rather than a time for chitchatting. If a student can incorporate technology to generate guiding questions, research, create, reflect, and share, there is a greater chance to develop stronger deeper understanding of subject matter.

References:

Laureate, Education, Inc. (Producer) (2009). Constructionist and constructivist learning theories: Bridging learning theory. instruction, and technology [DVD]. Baltimore, MD: Author.

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