In the book Using Technology with Classroom Instruction That Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) there is a chapter that explores the instructional strategy "Generating and Testing Hypotheses". This particular strategy relates to constructivist and constructionist learning theories by engaging students in complex mental processes. Generating and testing hypotheses require student to compare data, present their data as a graph or advanced organizer, predict, and make decisions. The students role is to develop hypotheses to solve a problem, and find information to support their reasonings. This type of project-based learning is learner-oriented. Again, the teacher is the facilitator or motivator, and informs the students of their objectives and how they will be evaluated (Han & Bhattacharya, 2001).
There are tasks a teacher can use to help students generate and test hypotheses. These tasks are 1)a system analysis 2)problem solving 3)historical investigation 4)invention 5)experimental inquiry and 6)decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I found a website in this week's resources that is perfect for helping my 2nd graders generate a hypothesis, make predictions, and begin to think like a biologist. That website is called Astroventure (http://www.astroventure.arc.nasa.gov/). My class went through different scenarios about what would happen to living things on earth if there was too much heat or not enough heat. They wrote down in their journals what they predicted would happen with each scenario, and after they were finished writing, I read to them what a scientist wrote about the different scenarios. All of my students were engaged in this lesson because it had possible real-world problems in it. If I were teaching a higher grade, this could lead to more problem-based inquiry by researching global warming, and determining if this is an issue that could affect all life on earth.
Constructionism is reflected in project-based learning because it is a student-centered learning environment, an artifact is created, and the learning is based on authentic and real life experiences. Project-based learning involves planning, creating, and processing. These instructional strategies can help increase motivation, problem-solving abilities, research skills, collaboration, and project organization skills.
Technology can help implement constructionist/constructivist practices. First, programs like Excel can make data gathering much easier. Students can spend less time having to do manual calculations to find the statistics or information they are looking for. In this week's reading (Pitler, Hubbell, Kuhn, & Malenoski, 2007), the way it was put was students can spend more time interperting the data rather than gathering the data. Technology such as WebQuests, Powerpoint, simulations, blogs, wikis, voice threads, and podcasts can help promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance. Technology is a powerful tool to promote constructionist/constructivist practices in the classroom.
Reference List
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction
Hans, S., & Bhattacharya, K. (2001). Constructionism, Learning By Design, and Project
Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,
and technology. Retrieved from
Laureate Education, Inc. (Producer). (2011). Constructionist and constructivist learning
theories. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria , VA
Janet,
ReplyDeleteThis week was a great opportunity for some of use to learn about different ways we can use technology to create meaningful learning experiences for our students. The constructionist and constructivist theories of learning are becoming more prevalent in today's classrooms because of technology. More and more teachers are using these theories to create project-based and problem-based learning activities for their students. It is through these activates that students get to create experiences applied to real-world applications.
You mentioned a large number of different technologies that can be used for this purpose in your posting above. I believe that one or more of these need to be used and apply by teachers and students in every lesson. Whether the lesson is for instruction purposes or the students are creating a product, teachers need to make sure that their students are using these technologies appropriately to meet the learning goals of their students.
In the past month I just finished up a large project with my students where they had to create a website for the purpose of informing their local communities about and issue that citizen in their city are facing. Having the students create the website was only one aspect of the project. Many other components went into making their sites. From the outside looking in you might have thought I was teaching a computer class and not U.S Government. But it was through the experiences of creating and using technology that my student were able to learn about how local government operated.
I hope that other like you can continue to see the potential in integrating technology into project-based and problem-based activities. I think we all learned how important it is to allow our students to do more and learn more on their own, rather than "preach and teach".
Thank you for sharing this week!
Thomas,
ReplyDeleteThank you for your comments. I think that every person in this Masters class is here to learn how to integrate technology in our classrooms, and use technology to help our students create and be in charge of their own learning. It has been exciting for me to learn about the project-based and problem-based activities available online.
I had never heard of Webquests until this week. This coming week I am going to use a Webquest that will help me be a better facilitator for our classroom trial "The Three Little Pigs vs. Alexander T. Wolf". The Webquest URL is: http://webquest.sdsu.edu/designpatterns/all.htm. Under Creative Tasks there is a section labeled Trial. In that section I found "You the Juror: Pig vs. Wolf". First of all, I have been planning this trial for a couple of months now to be sure it is organized enough for 2nd graders to handle. I do have some variation from the author of this particular Webquest, but it sure gives me an idea of how to present our finished product, and how to clearly explain the various parts my students will play in the trial. I can even show my students this Webquest before we begin so they can have a visual of the process of the trial. What a tremendous resource!
Janet
While reading your post an idea popped into my head reguarding your project with changes to the Earth's climate. Have you ever had the students draw pictures of what they think the earth would look like if the climates were different. I am a very visual learner and as I was reading your post I was picturing in my mind what the earth would look like with warmer or cooler climates. This would give your students an artifact they can create to stimulate the visual learners. Just an idea! Thanks for the post.
ReplyDelete