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Constructivism is a theory in which learners build their own knowledge based on individual experience (Laureate education Inc., 2009). Constructivism theory moves away from the stereotypical classroom, with a teacher as provider of knowledge. In constructivism, students learn through inquiry, problem solving and constructing objects. I can look to my own life experience to validate constructivism as a solid learning approach. In 1978, my science teacher managed to acquire class sets of model rockets, motors, igniters and paint for every seventh grader she taught at O.E. Bell Jr. High School. We assembled each rocket, installed the parachute, webbing and motor, and then decorated each rocket. We spent a class session setting off each student’s product. I use this experience as an example because it is the only thing I remember from that class! I do not remember my classmates or my teacher’s name. However, I remember learning about Newton’s laws of motion, stored energy, chemical reactions and friction. I remember seeing how the information from my book finally made sense.
Modern technology can help facilitate learning experiences with today’s students. We can move from activities where teachers dispense knowledge to one where teachers guide students to find their own answers. These activities could be inquiry driven, problem solving or the creation of an artifact. Students may complete tasks individually, with a partner or as a group collaborative effort. When learners are engaged in tasks that have meaning in their own lives they find value in their efforts and retain more information.
References
Laureate Education Inc. (Producer). (2009). Program number 7. Constructionist and constructivist learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
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Hello Ken,
ReplyDeleteYour comment about your seventh grade science hands on learning experience being, “...the only thing I (you) remember from that class!” made me smile and is a wonderful example of the success of the constructionists’ learning theory. I teach at the third grade level and use the theory on a constant basis. As students learn to collaborate on inquiry based projects, especially when technology is incorporated, they construct their own understanding, thereby embedding the knowledge in an experiential memory they can call on later.
Ken,
ReplyDeleteI wish we could still do things like that today. Somehow, I don't think a school would allow the launching of rockets. What better way to learn newtons laws than to see them in action. I used to love building those when I was younger, but sadly, when I was in school we never came close to doing something like this!
Ken,
ReplyDeleteSome very good information. I like the fact that the constructionist approach puts the students in charge of the learning. I realize that there needs to be times when students do individual seat work, however, there needs to more times when students are doing the talking and the discovering.
As to your rocket building example, I had a grade 12 student talk to me the other day in the hallway. The student asked if I remembered when they had to build those bridges out of spaghetti and then we load tested them. I said I did and that I still did that assignment with my grade 7's. He smiled and said that was the best thing of his year in grade 7. I hope that he also remembered the principle of design and the forces that acted on his bridge.
Thanks for the thoughts. Episodic memory can indeed be a powerful tool for teachers to use in their lesson planning.
Kathleen, Jeff and Russ,
ReplyDeleteThank you for taking time to comment on my post. Kathleen, your insight and advice are always welcome. I enjoy reading your comments. Jeff, I intend to use the rocket model activity next year. I will probably ask for forgiveness after the fact rather than ask permission. Russ, would you be willing to share your spaghetti project with me? I have a TAG class that I believe would enjoy it.