This weeks blog post looks at how the theory of constructionism correlates with the instructional strategy of generating and testing hypotheses as discussed in a book called Using Technology with Classroom Instruction that Works.
Constructionism is a theory of learning that states that people learn best when they build or construct something that they can share with others. This is something that all of my classes do as they work to design, develop and manufacture working solutions to problems based on theories and their current knowledge and understanding.
The instructional strategy of generating and testing hypothesis is about getting students to use and apply their prior knowledge and understanding to hypothesize about something that they then to test to see if the conclusions correlate with their prior understandings. This process is designed to get the students critically thinking about the problem they are hypothesizing about whilst boosting their overall understanding and knowledge base. The strategy states six methods that the teacher can use to help students create their hypotheses, and from these there are two that I use most frequently with my project-based classes and as such will dedicate the posting of this blog.
The first is called ‘Problem Solving’; it is defined as ‘students looking at various solutions given the obstacles and restraints posed by the problem’(Pitler, Hubbell, Kuhn, & Malenoski, 2007). Many of the projects that I set for my students start with a problem that they need to design and create a solution by using their prior knowledge and understanding as a base to build from. Students start each project by ‘breaking down’ the problem into a list of ‘specification points’ that the manufactured end product must fulfill, they then research these specification points further until they have enough information and understanding to make informed design decisions to create a series of ideas that they feel would satisfy the problem.
The second method is called ‘decision making’, this is defined in the resource as ‘students defining criteria and applying weight to the various criteria to decide which choice makes the most sense’(Pitler, Hubbell, Kuhn, & Malenoski, 2007). The way I use this strategy is to get my students to look closely at the list of specification points (as discussed above) that they defined and then give each criteria a weighting as to the most and least essential. Once they have developed this weighting scale they use this to help decide which one of their ideas will be the most suitable to develop further and finally manufacture.
The combination of both of these strategies leads to my students developing realistic design solutions that meet the needs of the problem whilst also teaching them and reinforcing specific content of the curriculum, and also critical thinking, creativity and problem solving skills. These instructional strategies are pure constructionism as students are learning from the process of designing and manufacturing an end product to fulfill a need whilst overcoming any obstacles or misconceptions that they may have had in their understanding of the content being addressed.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tom,
ReplyDeleteThrough the few classes we have progressed through together in our graduate studies, I have gathered that we teach similar classes. Both of our classes directly correlate with constructionist/constructivist learning theory through the use of the design process to solve problems. Many of the instructional strategies from this week are already embedded in my curriculum, and I would guess, in yours as well. I feel very lucky to teach a class that is project-based in nature.
Tom-
ReplyDeleteAs I read your posts I am jealous of the students in your class. It seems like an outstanding learning environment. I am trying to take the concepts and strategies that you implement in your class and apply them to my eighth grade social studies class. Some areas of my class are easier to integrate project-based lessons than others. I definitely appreciate the amount of time and effort you must put into your class to make it run smoothly..
Hi Tom,
ReplyDeleteBoth of us highlighted Decision Making as one of the important parts in testing a hypothesis. I wrote in my post that Decision Making is where accomodation can take place, that if a person's schema was to be altered based on external evidence, that realization would most likely come at the last step of the process, when all data had been collected and evaluated. What are your thoughts about the problem solving with hypothesis process as it relates to assimilation or accomodation?
Hi Michael,
ReplyDeleteAssimilation is a big part of problem solving with hypothesis as the first step my students take to break the problem down is to make the connections with the problem and what they believe. At this time they then identify any areas that they lack any knowledge or schema and accommodations are then made through the process of researching these problems to create or change their personal beliefs, understanding and experiences. I agree that realization is most likely to take place at the end of the process in both decision making and also along the way in problem solving as students trial and error until they find a suitable solution that meets the needs of the problem.
Thanks for your question, it made me reflect even more closely on the definitions of equilibration, assimilation, accommodations and schema.
Regards,
Tom
Hi Tom,
ReplyDeleteYour response makes good sense, as students will already start their accomodation process, if necessary, during their research, and then solidify their findings during the decision making step. Thanks for the further insight!
Mike