Constructionism in the Classroom

As a science teacher, I ask students to generate and test hypotheses often. I was a bit surprised by the suggestion of Pitler, Hubbell, Kuhn, and Malenoski (2007) that teachers of all disciplines use the generation and testing of hypotheses as an instructional strategy to increase student learning. The idea that teachers in other content areas could use scientific processes to engage students in the learning process really excites me.

The method of generating and testing hypotheses can be aligned with the principles of constructionist learning theory. According to constructionist theory, learners create a schema, or personal understanding, of the external world. When new information is encountered, the learner deals with it through one of two processes: assimilation or accommodation. Through assimilation, the learner makes the external reality (in this case the data collected through the testing of a hypothesis) fit with his or her own schema. Conversely, through accommodation, the learner adjusts his or her own schema to fit with the external reality. The construction of artifacts is central to constructionist learning theory. When the student is actively engaged in constructing artifacts, he or she is processing new information by accommodation and assimilation (Laureate Education, Inc., 2009). Thus, the new information is encoded in the memory.

In order to incorporate the constructionist approach, students must follow up their data collection with the creation of an artifact. Pitler, Hubbell, Kuhn, and Malenoski (2007) discussed a project in which students collected data about the pH of water sources in their community. They created hypotheses and then tested them by collecting the data. Students could then use the data to create an artifact – perhaps an informative brochure about acid rain or a power point presentation to explain the cause and effect of acid rain.

Pitler, Hubbell, Kuhn, and Malenoski (2007) also listed several web-based programs that incorporate the generation and testing of hypotheses. One of the programs, Primary Access, gives students access to primary-source images about historical events. The students then create movies using the images. The creation of movies aligns with the constructionist theory of learning because students are actively engaged in the creation of an artifact (Laureate Education, Inc., 2009).

Resources

Laureate Education, Inc. (Executive Producer). (2009). 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.