Construtivism in Practice

Constructionism states that students learn best when they create artifacts which they can share with others (Laureate Education, Inc., 2010).  In the lecture Constructionist and Constructivist Learning Theories, Dr. Orey explains how Seymour Papert’s Constructionism theory is based on three learning mechanisms: equilibration, assimilation, and accommodation (Laureate Education, Inc., 2010).  As students are learning they yearn for equilibration, which is to achieve a balance between the differences in reality and their own schema (Laureate Education, Inc., 2010).   When learning, students can achieve this through one of two ways: assimilation or accommodation.  Students use assimilation when they make new information fit within their current schema (Laureate Education, Inc., 2010).  While, students use accommodation when students’ schema is changed to coincide with the new information they learned (Laureate Education, Inc., 2010).  In the classroom students use both assimilation and accommodation to reach a sense of equilibrium.  When students are making connections to prior knowledge, add new information to the ideas they already formulated they are assimilating to the new information.  On the other hand, when student’ misconceptions are corrected, they are accommodating the new information. 

Through generating and testing hypothesis students are actively constructing knowledge as the use assimilation or accommodation to connect the knowledge learned from testing their hypothesis to their schema.  Before students begin testing their hypothesis they need to first create their hypothesis.  It is during this process that students access their prior knowledge and schema to make their prediction.  Then, students collect data to accept or reject their hypothesis, revising their hypothesis in the process.  This is when students are using assimilation or accommodation to achieve equilibration.  The strategy of generating and testing hypothesis also coincides with problem based or inquiry based learning.  During these learning experiences students make initial predictions, research, then formulate conclusions or find solutions to the original problem. 

To make this process more efficient students can utilize educational technology to gather data quicker and more accurately, thus allowing more time for students to analyze and interpret the data collects as they test their hypothesis (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Vernier is an excellent educational technology company that has numerous data collection devices to collect data more efficiently.  Many of the probes can connect directly into a computer and upload data into tables and graphs real time.  In addition, Verneir has labquests which are hand held computer devices that probes can be directly connected to.  You can view vernier products by visiting their website: http://www.vernier.com/.  In addition, students could use interactive gaming software to help them activate background knowledge and test their hypothesis.  When learning about forces and motions students can complete lab simulations online to determine how friction affects friction and incline on movement (http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml).

  

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved January 21, 2012 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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.