Constructivism and Constructionism

Dr. Orey explains that Constructionism is a theory of learning where “people learn best when they build an external artifact or something they can share with others and Constructivism is a theory of knowledge stating that each individual actively constructs his or her own meaning (Laureate Education, Inc., 2011).  This topic is not new to educators.  In 1993, Brooks and Brooks suggested that constructivist pedagogies include 1) inspiring student initiative, 2) accepting student autonomy, 3) employing cognitive language to challenge critical thinking, 4) fostering independent thinking and innovation by building on student responses, 5) developing knowledge construction by challenging students to recognize prior learning, 6) provide interactive opportunities among students, 7) encourage critical thinking and problem solving individually and collectively, and 8) provide time, prompts, redirected questions and probing to push students to develop and integrate new knowledge and construct their own meaning (Brooks & Brooks, 1993). 

I think that both theories have a place in today’s classroom with Constructionism being dominant especially in Physical Education.  There are times when we have to present facts to the learners in the traditional way and there are times when students need to create something based on their learning.  This is the most ideal learning experience and one that is enduring.  In my classes, with most skills and activities we teach, the above concepts are natural as the students are engaged in activity, required to call upon to recognize prior learning, interactive,  challenged to think critically and independently.  The challenge for us is time as I have previously stated.  It is my goal to keep the students actively engaged in exercise and skill development.  However, I can incorporate the strategies using technology tools such as Power Point, Excel, Word, Webquests, etc. to enhance our learning experiences.  We just don’t have easy access to incorporate these strategies on a daily or weekly basis.  We do integrate technology in some form during each unit of instruction.   

Generating and Testing Hypotheses in PE

This week we also explored the learning strategy Generating and Testing Hypotheses.  “When students generate and test hypotheses, they are engaged in complex mental processes, apply content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, & Kuhn, 2012).  The processes that can be used to generate and test hypotheses are systems analysis, problem solving, experimental inquiry, and investigation.  These processes should also be used to students’ previous knowledge, experience, or interests(Pitler, et al, 2012).  A lot of people would not think that this strategy can be used in Physical Education other than health related issues.  When we fitness test our students during the fall we test five components of fitness which are endurance, upper-body strength, abdominal strength/endurance, flexibility, and agility.  They record their initial scores on a goal sheet as well as a goal for the spring test. This is done in excel.  We then have them research ways to improve in each category and come up with a plan.  During our warm up activities, we often set up stations which are designed to improve one of the fitness areas.  We include activities that they have researched and determined will assist them in improving in a certain fitness area.  They keep up with their progress.  One way that I can use this activity and incorporate the strategy from this week’s resources is to have the students determine if their Physical Education time is going to be sufficient to improve their fitness scores. Through research they will need to determine what exercises and how much of the exercise will improve fitness in each category. This information will be recorded on a spreadsheet.  They will gather the information and give a presentation to a peer group the exercises necessary to make improvements and whether or not PE time will be sufficient to reach their set goal.

This instructional strategy correlates with the Constructivism and Constructionism Learning Theories because it is constructivism when they generate they hypotheses, and constructionism when they collect the date and utilize a technology tool to produce an artifact.  I just learned today that our TIS at our school is going to train our fifth grade students to use Keynote for the iPad.  I don’t know a lot about Keynote yet, but I think that it would be a cool way to design and share a presentation.

References

Brooks, J., & Brooks, M. (1993). In search of understanding: The Case for

Constructivist Classrooms. ASCD.

 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and

constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using Technology with Classroom

          Instruction that Works (2^nd ed.). Alexandria, VA: ASCD.