Constructivism in Practice

Constructivism in Practice
The constructionist and constructivist learning theories focus on the individual learner taking control of his or her own learning. Dr. Orey states that students will learn and create new ideas when they are engaged in producing an external artifact that allows individual reflection and the opportunity to share a final product or result with a group (Laureate Education, Inc., 2010). The strategy generating and testing hypotheses fits the constructionist/constructivist learning theories because it involves students being engaged in higher level thinking processes and applying what they know to enhance understanding of ideas and concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using spreadsheet software is one way teachers can incorporate educational technology when using the generating and testing hypotheses strategy. Students will be able to work in groups or individually on spreadsheets they create or interactive spreadsheets designed by the teacher (Pitler, Hubbel, Kuhn, & Malenoski, 2001). They will be able to make predictions and compare them to real results when possible, collect data, examine the data for patterns, and create a new hypothesis if necessary by analyzing the information on the spreadsheet. Since I teach Science, my students are engaged weekly in the scientific method which involves creating a hypothesis, observing an experiment, collecting data, and interpreting data. The one negative I could see using spreadsheets in my class is not having enough computers for all the students to work on.
Data collecting tools are another educational technology that can be used for the generating and testing hypotheses strategy. These tools allow students to recognize patterns, gather and graph data quickly and accurately, and enable students to share and compare data with other students online (Pitler, Hubbel, Kuhn, & Malenoski, 2001). Earlier this year a teacher in another building and my class conducted the same Science experiment: Where will mold grow the fastest? Our students used the school email to discuss the results and compare their findings with each other. (Yes, a blog would have been a better way to discuss findings back and forth; however, the district does not allow blogs at this time.) One web resource I use in class is www.teachertube.com to show students science experiments that cannot be done the classroom. Students go through the whole Scientific Method well viewing an experiment. They would not be able to see many of the experiments that have been introduced because of the lack of materials and funding that would be needed to let students create the experiments in class.
The constructivist/constructionist learning theories focuses on the student be an active participant in his or her own learning by addressing a real-world problem or creating a project to share with the group (Orey, 2001). The role of the teacher in the constructivist/constructionist learning theories is to be a facilitator and collaborator for the students. Students will become better at analyzing, synthesizing, and evaluating information if educators allow them to take control of their own learning with a little guidance from the teacher (Orey, 2001).

References
Laureate Education, Inc. (Producer). 2010. Program 7: Constructionist and constructivist learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle=MainPage
Pitler, H., Hubbell, E., Kuhn, M. & Malensoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.