Constructivism in Practice

The constructionist learning approach relies on the idea that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Orey, 2001). Based on what I’ve learned about brain research and what I’ve learned through classroom experience, I truly believe that “learners don’t get ideas; they create ideas” (Orey, 2001). I can teach until I’m blue in the face, but the only way that my students will learn is by becoming actively engaged in the learning process in a meaningful way. The constructionist approach requires that students be engaged in their learning as they work to create an artifact, solve a problem, investigate an issue, or otherwise work to make connections in their world. The constructionist approach helps learners “become more accountable for their learning,” as they take the initiative to design, share, modify, and reflect upon the learning process and outcomes (Orey, 2001). If I hope to increase the ingenuity of my students and make them lifelong learners, I can facilitate constructionist learning in my classroom with the use of educational technology tools and strategies, such as generating and testing hypotheses and project-based and problem-based learning.

As pointed out by Pitler, Hubbell, Kuhn, and Malenoski (2007), hypotheses aren’t just for the science classroom. Real-life issues pop up within the classroom and context of many subjects, and it would be unwise for teachers to pass on the sort of “teachable moments” that result in students constructing meaning about their present world, the past, and the future. These “authentic, real world” issues can result in “authentic, real world” tasks that allow students to become their own driving force for learning (Orey, 2001). Generating and testing hypotheses, when combined with project-based and problem-based learning, can serve as an important tool in allowing students to actively build knowledge and meaning. As students are presented with problems and issues from the past, present, or future, they become responsible for asking their own questions and finding their own answers. By using technological tools like spreadsheet software, web resources, and data collection tools, students can spend more time “interpreting the data rather than gathering the data,” all the while building meanings and producing a final product or opinion, an idea vital to the constructionist theory (Pitler, et al., 2007, p. 203). Instructional strategies, such as these, allow students to construct ideas and artifacts in a way that is meaningful and will result in true learning.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on January 27, 2010 from http://projects.coe.uga.edu/epltt/

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