Learning Theory

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Posted by Charles | Posted in Uncategorized | Posted on March 23, 2016

Constructivism learning theory revolves around students taking control of their learning by being actively engaged in the creation or construction of a product.  This product will then serve as evidence of students understanding of the content.  There is a need for a shift from a teacher-centered learning model to a student-centered learning model.  When students are given the opportunity to be actively engaged in their content while teachers play a facilitator role, students can gain a deeper understanding of their learning.  In constructionism, students are active participants in things such as project-based learning or problem-based instruction (Laureate Education, n.d.-e).  Problem-based learning, learning by design and project-based learning are all great examples that may be implemented to advance the theory of constructivism.  By implementing these models students can activate critical thinking skills while also employing collaboration skills. Through project-based learning, the project should be focused on student goals and standard-based content.  Project based learning should involve critical thinking, problem-solving, collaboration and self-management skills.  There are other elements that should be considered in designing a project such as:

  • Challenging Problem or Question – The problem should be meaningful and at an appropriate challenge level.
  • Sustained Inquiry – The students should be constantly challenged and engaged
  • Authenticity –  The project should relate to student interest and issues in their lives
  • Student Voice & Choice – Students should have some say in the decision-making process.
  • Reflection – Both teachers and students should have the opportunity to reflect on learning that took
  • Critique & Revision – Students should have the opportunity to receive feedback and improve upon their product
  • Public Product – Students products should be shared with others outside the classroom.

It is important to remember, in project-based learning, that teachers should only guide students through the learning, clarifying any misconnections a student may have, rather than simply marking correct or incorrect ( Orey, 2001).

Problem-Based learning, similar to projected-based learning, requires students to create a product; however the focus of the project is in the solution.  Through problem-based learning, teachers encourage students to apply prior knowledge to new concepts.  Problem-based learning is a more collaborative effort amongst students (Orey, 2001). This process developed a deeper understanding rather than the traditional method of teachers providing students with facts and then testing student’s ability to recall those facts.  There are certain characteristic that are present in problem-based learning. Those characteristics are:

  • Open-ended problems that include no one right answer
  • Problems that are specific
  • Student work collaboratively in investigating solutions
  • Teachers are facilitators and only guide the learning process

Each of these learning strategies is deeply rooted in the constructionist learning theory.   Both project-based learning and problem-based learning are instrumental in playing a key role in the future of education and 21st-century skills.  In order to fully participate in today’s global community; students must master the 4 C’s – creativity, critical thinking, communication, and collaboration.  With the implementation of each of the learning strategies discussed, students are one step closer to being prepared for the future.

The implementation of generating and testing hypothesis is typically associated with science courses; however, there are many other content areas that could benefit from this strategy (Pitler, Hubbell & Kuhn, 2012).  There is substantial evidence that supports the effectiveness of increased learning when students are given the opportunity to generate and test a hypothesis, compared to other traditional methods such as a lecture.  To enhance the learning experience, teachers should relate learning to prior knowledge and personal interest.  Technology offers many tools and resources to assist teachers and students in generating and testing a hypothesis.  Since the process of testing hypothesis usually involves the collection, organization, and interpretation of data the use of technology tools can be a great benefit.  Kidspiration is one tool that provides students a workspace to organize their content, data, or thoughts in a visual manner.  Spreadsheets are also a great tool to generate and test student hypothesis.  Spreadsheets offer the ability for students to “interact” with data and to manipulate the data, either to support and disprove their hypothesis.   Simulation software and websites also offer an opportunity for students to engage with content to assist in the quest to test their hypothesis.  A personal favorite is Explore Learning; this particular site provides “Gizmos” to interact with.   Students have the ability to test their hypothesis by the manipulation of various parameters on the gizmo.

References

(Laureate Education Producer). (n.d.-e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author

What is Project Based Learning (PBL)? (n.d.). Retrieved March 23, 2016, from http://bie.org/about/what_pbl

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Comments (3)

Very good explanation Charles,

Piaget described Constructivism as being the process whereby students constructed their own unique systems of knowing, in consequence of which the teacher should focus on this individual process of internal construction rather than standing at the front and spouting their own models.
Seymour Papert, a student of Piaget, expanded on this to describe Constructionism in terms of helping the student produce constructions that others can see and critique.
In this educational frame, then, Constructivism is more cognitive and Constructionism more physical. (Constructionism and Constructivism, n.d.)
Students encourage to learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance.

Constructionism and Constructivism. (n.d.). Retrieved March 24, 2016, from http://changingminds.org/explanations/research/philosophies/constructionism.htm

Charles,

You gave good examples of the constructivism learning theory and displayed exactly how each model should look in a classroom setting. I see you outlined how this particular theory is a must for 21st century learners as it provides them with the basis for gathering data, testing the information and showing relevance to the content and its findings. I also think this a great tool for getting students to think outside of the box when analyzing information. Overall I think that we must stay abreast of tactics that reinforces the usage of these skills.

As you said, “Both project-based learning and problem-based learning are instrumental in playing a key role in the future of education and 21st-century skills. In order to fully participate in today’s global community; students must master the 4 C’s – creativity, critical thinking, communication, and collaboration. With the implementation of each of the learning strategies discussed, students are one step closer to being prepared for the future.” have you considered how closely this relates to the STEM or STEAM initiatives?
Teachers could easily integrate problem based learning into the classroom with a few tweeks. Here is a great article that talks about connecting PBLs and STEM. https://21centuryedtech.wordpress.com/2011/10/06/connecting-pbl-and-stem-40-free-engaging-resources-to-use-in-the-classroom/

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