By: Cristina Stratton
“In
the information age, educators faced a new challenge called 21st century
learning, entailing the development of critical thinking and problem solving
skills in our students” (Er & Er, 2015, 1141) Constructivism and Constructionism
learning theories give educators a way to meet the challenges of teaching
critical skills in a more learner-oriented environment. Both learning models
believe that knowledge is created by the student through an active process of
interacting with the real world. As 21st century educators
evolve and modern technologies advance, classrooms across the world are moving
away from traditional, direct instruction approaches. The learning that takes
place in the classroom environment is no longer centered on a teacher and his
or her plans, but more toward practices that center around the students and
their meaningful interactions. Constructivist and constructionist learning theories
support this innovative movement in education, affirming that learners must be active
participants and that learning is a process in which people can construct their
own knowledge and understanding of the world around them. Constructionism
supports the constructivist perspective that the learner is an active builder
of their knowledge. Furthermore, constructionism theory asserts that “knowledge
is not simply transmitted from teacher to student, but actively constructed in
the mind of the learner…learners don't get ideas; they create ideas (Orey, 2001, Sect. 3). Constructionist models emphasize that
people develop understanding and demonstrate learning by building tangible objects through authentic,
real life learning opportunities, and then
share these artifacts with others (Laureate
Education, 2015e). A teacher that is utilizing a constructivist approach will provide an
environment designed to allow learners freedom to interpret and construct
knowledge based on their own experiences.
The teachers’ newest role in this information age is to find ways to
integrate technology into the curriculum so that learners build on their own
experiences, construct their own meanings, create products, and solve problems
successfully (Er & Er, 2015, p. 1441).
The theories of constructivism and constructionism excite and
motivate me as an educator, and I can see these theories’ application in my own
classroom, within an all-girls leadership academy. My second grade female
students are very diverse learners, curious about the world around them, eager
to use digital tools, and have a great variation in background knowledge,
experience, ability levels and interests. A constructivist/constructionist approach
to teaching will help me energize my young learners while differentiating their
instruction to meet their needs and interests. A
classroom based on constructionism has many elements that promote a
learner-oriented learning environment in which the instructor acts as a
facilitator and guides the learners along their paths of learning (Orey, 2001,
Sect. 4). Orey (2001) describes two instructional strategies, “Learning by
Design” and “Project-Based Learning” that have emerged
from the constructionist theory. Learning by design emphasizes the value of
learning through creating, programming, or participating in other forms of
designing and strongly suggests that tasks should be based on hands-on
experience in real-world contexts (Orey, 2001, Sect. 5 & 7).
Project-based learning, moreover, engages learners in complex activities,
requiring multiple stages, and an extended period of time. Projects in this
instructional strategy focus on the creation of a product or performance, and
require learners to choose and organize their activities, conduct research, and
synthesize information (Orey, 2001, Sect. 10).
In my scholarly research on these
learning theories, researchers Er and Er (2015) support the creation of a
constructivist/constructionist modeled classroom through the usage of
instructional technology. “Technology offers instructors
tools to personalize learning experiences through innovative learning environments
including simulations, animations, scaffolded and guided practice sets” (Er
& Er, 2015, p. 1142). Pitler
Hubbell, & Kuhn, (2012), also suggest infusing digital technologies to engage
learners in structured tasks that generate and test hypotheses. “When students
generate and test hypotheses, they are engaging in complex mental processes,
applying content knowledge like facts and vocabulary, and enhancing their overall
understanding of the content” (Pitler Hubbell, & Kuhn, 2012, p. 204). The
advancements in technology in regards to organizing and brainstorming software,
data collection and analysis tools, and instructional interactives play a vital
role is generating and testing hypotheses opportunities in the classroom
(Pitler et al, 2012, p. 205). The newest instructional technologies like Kidspiration, Inspiration, spreadsheets created in Microsoft Excel, and digital probes and microscopes can be utilized
in a constructivist approach to “allow students to spend more time interpreting the data rather than gathering the data” (Pitler et al, 2012,
p. 205).
One way that I have used a constructionist
approach and a “learning by design” model in my classroom is through the
creation of interactive “Tinkering Stations”. From my research on girl’s learning with technology, statistics show that
females are strongly underrepresented in STEM courses and careers. My school created
a program that is researched-based and drives to close the gender gap while
exposing girls to STEM
experiences a fun, concrete way. In each
classroom, as early as Pre-K and then up to 8th grade, teachers use
these tinkering stations so that girls can apply STEM skills to solve real word
problems. My classroom “Tinkering Station” gives my female students the
opportunity to create and tinker, without restriction, and also help them
develop their creative confidence so that they can begin to perceive science,
technology, math, and engineering as fun and tangible. On “Free-Choice Fridays”
my students are able to explore a variety of
open-ended tools and materials to play with and explore. In accordance with the
ISTE Standards for Students (2016) tinkering stations allow my students to become “innovative designers” and use a variety
of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions.
As
a facilitator of learning during this tinker-time, I use and manage forms of
technology and student learning strategies in these hands-on “makerspaces” (ISTE, 2008). One
example of a “makerspace” or tinkering
station that I have set-up before is a collection of old computers and small
tools. I opened up the cases of broken computers so that the girls could use magnifying
glasses to see how the computers were built and wired. I encouraged them to
take things apart and then put the parts back together. Some students tried to
build a “super computer” by combining parts from multiple machines. Another
tinkering center that my students enjoy is filled with an assortment of Hot
Wheels racecars, track pieces, and ramp and loop parts. The girls are
encouraged to explore force and motion through the engineering of these racetracks.
They work in small groups to build their racetracks. Using IPads, they record
video of their cars going through the track. We project the videos onto the
Smartboard and the girls critique each track, discuss and explain possible
improvements or reasons why the cars moved fast or slow, why they went around
the loop, or crashed off the course. We share some of the videos on ClassDojo so
that parents can also experience the fun we are having while learning in the
classroom. My lady leaders love
having the freedom to drive their own learning in the tinkering stations, and
they are always very creative and innovative in their approaches. My 21st century students are eager for these types
of student-driven, inquiry-based projects that infuse technology with
real-world scenarios (ISTE, 2008).
As
I researched various sources for the topic of constructivist and
constructionist learning theory,
I found strong connections
and support for the
tinkering station strategy
that I utilize in
my own classroom. Er and Er (2015) confirm that classrooms should be
designed in such a way that the learners interpret and construct meaning based
on their own experiences and carry out research to find solutions to the
problems they encounter in the learning process (1142). A YouTube video
entitled, Constructivism in the 21st century classroom,
is one popular source that I researched for this learning module. It clearly explains
how project-based learning is a great instructional strategy for teachers to
use in a constructivist inspired classroom setting. Through various examples,
Hassan (2015) explains that problem-based learning is an
effective approach that inspires
learners through complex and real world projects to acquire new knowledge
while developing and applying basic skills. Problem-based learning engages learners as they choose,
plan, design and construct artifacts. The activities are learner-centered, and
the instructor is there to provide resources and guide students during the learning
process (Hassan, 2015). Furthermore, in another popular source, Vanderwerff (2014) in his article, “Makers
in the Classroom: A How-to Guide,” explains that Seymour Papert’s constructionism
theories have given rise to a trend in classrooms called “Making,”
which is any activity where people create something, often with their hands. Vanderwerff
(2014) explains, “We all construct our own meaning of the world around us;
'Making' just gives us a context to construct our understanding in. It engages
students’ hands in the work of their minds in order to help them construct deep
conceptual understandings” (para. 7). My upcoming Genius Hour lesson will be
inspired by a constructivist learning approach, and I will take the suggestions from both Hassan‘s (2015)
YouTube video and Vanderwerff’s (2014) article that call for more open-ended,
student driven, project-based learning projects. My genius
hour project will have students explore and apply solutions for real-world
problems. As suggested by the
referenced sources above, my student’s genius hour inquiry-driven project will
allow them to explore their interests and what they are truly passionate
about. Through research, collaboration, interaction with technology tools, and
finally creating a final presentation or product to share with others, my
students will have rich learning experiences inspired by both the constructivist
and constructionist learning theories.
Technology
penetrates all layers of modern life - not only transforming the way we
communicate, socialize, and conduct business, but also contributes to the way
students will learn and the way teachers will teach (Er & Er, 2015, 1142). There
are so many possible strategies that teachers can utilize within constructivist
classrooms that integrate instructional technology. Technology plays a vital role in enhancing the learning
process and is a valuable tool to employ when designing
meaningful instruction. “Constructivist
educators are supposed to provide learners with suitable instructional
technology to make them think, reflect and develop ideas, and then to test
their ideas in a practical meaningful context” (Er & Er, 2015, p. 1142). As
I embrace a more constructivist classroom philosophy, my role as an educator is
to move away from teacher-directed activities and employ a more
student-centered learning environment. As suggested by constructivist theory, I
want my students to turn their experiences into knowledge, and in order for this
to happen, I need to maintain a safe and comfortable environment in which my
students feel free to take chances, express themselves, and develop their own
opinions. Furthermore, I need to put the available digital tools into my
student’s hands so that they can be motivated and engaged in the creation of
their own learning.
References
Er,
M., & Er, N.F. (2013). Instructional Technology as a tool in creating
constructivist
classrooms. Procedia – Social and Behavioral Sciences, 93, 1441-1445. Retrieved
from:
Hassan,
A. (Producer). (2105, October 2). Constructivism in the 21st
century classroom
[Video podcast]. Retrieved from
International
Society for Technology in Education (ISTE). (2016). Standards for students.
International
Society for Technology in Education (ISTE). (2008). Standards for teachers.
Laureate Education (Producer). (2015e). Constructionist
and constructivist learning theories
[Video file]. Baltimore, MD: Author.
Orey,
M. (Ed.). (2001). Emerging
perspectives on learning, teaching, and technology. Retrieved
Pitler, H., Hubbell, E. R., & Kuhn,
M. (2012). Using technology with classroom instruction that
works (2nd ed.). Alexandria, VA: ASCD.
Vanderwerff, A. (2014, May 14). Makers
in the classroom: A how-to guide. EdSurge.
Retrieved
