Cognitivist/Constructionist Learning Theories

This week we have focused on the role that the constructivist/constructionist learning theories along with various educational technologies play in today’s classrooms.  Dr. Michel Orey explains that constructivism is “a theory of knowledge stating that each individual actively constructs his or her own meaning” (Laureate Education, Inc., 2010).  Students make connections in the learning process based on their own schema.  Dr. Orey also explains that constructionism is “a theory of learning that state people learn when they build an external artifact or something they can share with others” (Laureate Education, Inc, 2010).  The various instructional strategies described this week clearly support the knowledge and learning theories we have focused on.

While reading about this week’s instructional strategy, “Generating and Testing Hypothesis”, I discovered that a variety of technology tools assist in the generating and testing hypothesis process by allowing students to spend more time analyzing data as opposed to collecting and organizing data (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Spreadsheet software can be programmed to allow students to be interactive.  In the interactive state, “students will be able to manipulate it, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios” (Pitler, Hubbell, Kuhn, & Malenoski, p. 204).  Data collection tools such as a USB connectable data probe allow students to spend more time analyzing data as opposed to graphing and collecting data (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Web resources and gaming software such as interactive applets and simulation software provide the opportunity for students to participate in learning environments that allow them “to use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler, Hubbell, Kuhn, & Malenoski, p. 212). 

While the “Generating and Testing Hypothesis” technology tools mentioned above create interactive learning environments they also correlate with the constructivist/constructionist learning theories.  Each strategy allows students to reflect on their individual schema to understand meaning, which is rooted in the constructivist learning theory.  Each strategy also allows students to create new products while participating in each activity.  However, the real learning occurs when students share their artifacts with others (Thurmond, 1999).  Dr. Orey discussed the significant role that Power Point presentations can have in the classroom due to the opportunity that it provides for students to orally present their findings (Laureate Eduation, Inc., 2010).

While constructivism is a theory of knowledge, constructionism is a theory of learning.  In combination, these theories require active learning experiences that engage learners in a way that helps them “understand, apply, and retain information” (Laureate Education, Inc., 2010).  The “Generating and Testing Hypothesis” technology tools and Power Point software assist learners by providing active learning experiences by building on individual schema’s and encouraging students to create and share new artifacts.

References:

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author

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

Thurmond, AnnMarie. (1999, May)  Seymour Papert and constructionism.  ITEC 800 Final Project. As retrieved from http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/defconstructionism.html