Practice Your Constructionism

          To get started, please allow me to introduce you to and inform you of two learning theories, constructivism and constructionism. Constructivism is “a theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate Education, Inc., 2011). Constructionism is “ a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2011). Constructionism is very important in the classroom. Basically, in order for students to learn, and I mean really learn, they need to be getting involved and building things. Students need to be engaged in learning and create an artifact. Then, learning will happen.

            In order to use constructionism in the classroom and get students involved and engaged, there are several different instructional strategies that can be used in the classroom. One strategy is learning by design. Learning by design is “the value if learning through creating, programming or participating in other forms of designing” (Orey, 2001). When using learning by design, the tasks should be hands-on experiences in real-word contexts. Collaboration between students is a necessity. Clear expectations need to be given, students need to be informed on how they will be evaluated, the teacher is a facilitator/motivator, and feedback must be provided on the artifact that is created by the student(s) (Orey, 2001). I think this strategy does an excellent job of given the students ownership of their own learning.

            A second strategy is project-based learning and problem-based instruction. I grouped these two strategies together because I think they are similar. Project-based learning engages learners in complex activities, requires multiple stages, and is done over an extended period of time (Orey, 2001). Problem based instruction challenges students to address real-world problems and resolve realistic dilemmas (Orey, 2001). Both of these strategies allow knowledge to be actively constructed in the mind of the learner rather than have the knowledge simply transmitted from teacher to student. This allows students to create new ideas and be actively engaged in their learning, making it more meaningful for them.

            A final strategy is generating and testing hypotheses. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). I think students could generate and test hypotheses through project-based learning. Then, the students would be getting the best of both worlds!

            Regardless of which strategy is used, hands-on learning that allows the student to create something is what constructionism is all about.

References:

Laureate Education, Inc.(Producer). (2011) Constructionist and Constructivist Learning Theories.

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