Constructivism, Constructionism and Instructional Strategies

Constructivism and Constructionism are learning theories that are being employed in today’s classrooms. There is a slight difference between these two theories. Constructivism is grounded in the idea that students construct their own meaning of knowledge, whereas constructionism builds on constructivism and is grounded in the idea that students are actively engaged in constructing or building an artifact to demonstrate learning (Laureate, Inc., 2009). Project-based and problem-based instructional strategies support these types of learning theories in the classroom. This week I have explored an instructional strategy that involves technology: “Generating and Testing Hypotheses”. This instructional strategy supports the correlation of the constructivist/constructionist learning theories.

In our course text, Using Technology with Classroom Instruction that Works, the authors discuss using technology in “Generating and Testing Hypotheses” in which students “are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubble, Kuhn, & Malenoski, 2007, p. 202). When students use technology to “Generate and Test Hypotheses,” they are involved in a constructivist/constructionist learning environment. Software programs such as Excel or Google Spreadsheets and data collection tools such as the Internet can help students make predictions, collect data, and analyze data when generating or testing hypothesis to answer questions or even to create new questions (Pitler, et al., 2007, p. 204). Furthermore, using Web resources such as games and simulations provide engaged learning opportunities to “allow students to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, et al., 2007, p. 212-214).

As I reflect on the constructivist/constructionist learning theories, I see evidence of these theories applied in my classroom each day. Since I teach computer classes, students are involved in constructing, building, and producing artifacts through project-based learning. Project-based learning encourages students to gain deeper knowledge of the subject through being actively involved and engaged in the learning experience. (Edutopia, 2008). I incorporate many opportunities for students to connect the “real world” into their projects that gives them freedom to be creative and construct their own meaning. Researching a career and creating a PowerPoint, creating a school-wide newsletter, creating personal budgets, and participating in mock job interviews are only a small sample of the projects that my students participate in to demonstrate constructive learning. An example lesson in which I use the instructional strategy "Generate and Hypothesis" is when students create personal budges. They are given a fixed income amount and a fixed amount for some expenses to use in their budget. Students must generate numbers to use for other expenses that are not fixed, and then must anaylze different senarios to predict or test the hypothesis of what their profit or loss will be for the month. Creating a personal budget demonstrates using the constructivism and constructionism learning theories as well as the “Generating and Testing Hypotheses” with the integration of technology.

Edutopia Staff. (2008). Why tech project learning?: Providing Students with a Well-Rounded Classroom Experience. Retrieved March 22, 2010 from http://www.edutopia.org/project-learning-introduction.

Laureate Education, Inc. (Producer). (2009). Program 6. Constructionist and Constructivist Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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