Constructing knowledge through constructivist and constructionist frames of mind.

This week we delve into the principles of constructivist/constructionist learning theories. When we look at how students build their own unique internal cognitive system of knowing then we are talking about Piaget’s constructivism. When the focus of constructivism is expanded to include student created artifacts then we are talking about Papert’s constructionism (Staker, 2002-2013). Both constructionism and constructivism are student-centered theories where the learners are actively engaged in their learning process (Laureate Education, Inc., 2011).

There are many project-based learning tools that support the constructionist learning theory and embed technology in meaningful and transferable ways. The idea behind project-based learning is the awareness that students learn best when their learning situations include realistic and relatable scenarios and the teacher becomes a learning guide (Orey, 2001).

Generating and testing hypothesis is a great venue for supporting PBL in the classroom. When students create hypothesizes they are engaging in complex mental process that call upon the student to draw on what they know about the subject and to challenge that understanding (Pitler, Hubbell, & Kuhn, 2012). Creating theories allows students to actively construct their knowledge and understanding of a topic and allows them to become their own driving force of discovery. Using a concept mapping tool such as kidspiration can allow students to visualize their hypothesizes, alternatives and misconceptions. Microsoft Excel is another tool that can be used by students to create graphs that analyze different value meals from their favorite fast food restaurant or the changing migratory pattern of local birds (Pitler et al, 2012).

I came across this fun little article, 23 Ways to use the iPadin the 21st Century PBL Classroom. I particularly liked the suggestions to use Sketchbook Pro or Logo Maker to create a logo identifying a relevant social issue that students would want others to know about. I also liked the idea of using Twitter to summarize short socially important blogs or articles or using the imagery of Instagram to visually capture local issues (TeachThought, 2012). Podcasts or videos as story telling venues would also be a great artifact that supports project-based learning in the classroom.  

Please share any other inspiring PBL ideas. Thanks for reading.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved 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

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

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

Staker, D. (2002-2013). Constructionism and constructivism. Changing Minds. Retrieved from http://changingminds.org/explanations/research/philosophies/constructionism.htm

TeachThought. (October 11, 2012). 23 Ways to use the iPad in the 21^st century PBL classroom. Teachthought. Retrieved from http://www.teachthought.com/technology/23-ways-to-use-the-ipad-in-the-21st-century-pbl-classroom/