Constructionism and Project Based Learning

Dr. Orey defines constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meanings “(Orey, 2009). He also defines constructionism as a learning strategy more impactful when used in the classroom. Dr. Orey defines constructionism as “a theory of learning that states people learn best when they build an external artifact or something they share with others” (Orey, 2009). The two theories focus on the individual learner as the moving force in their own learning construction. Individuals build their knowledge construction from their experiences and new information that is then assimilated and connected to their prior knowledge. Constructionism emphasizes the impact of students building an artifact. The learning process is involves collaboration with others, feedback from facilitators and others, revisions of understanding, sharing findings and results, and then builds new understanding. There is no endpoint. The learning can continue to expand as long as the student(s) remain involved and interested in the subject matter.

In Using Technology with Classroom Instruction that Works, the authors Pitler, Hubbell, Kuhn & Malenoski point out that “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 & Malenoski, 2007). The authors present several technological tools to facilitate student learning such as spreadsheet software, data collection tools, and web resources. Of the ones mentioned, web resources are most appropriate for young learners. Students can access websites in class, school computer lab, local library, or at home with mom and dad. It is important for the teacher to find, review, and list the sites appropriate for the subject matter to be explored. One of our favorite website to explore is Brainpopjr.com and there are great videos at United Streaming. These also can function as online field trips by giving the student opportunities to explore beyond the walls of the classroom. The use of these tools allows students to build their vocabulary, increase their motivation and engagement in the learning process, and build their critical thinking skills.

We use project based learning when we explore science and social studies material. One of the students’ favorite science experiments is our sinking and floating experiment. Students make predictions, conduct the experiment, make observations, complete the data collection page, draw conclusions and present results. During the experiment I act as a facilitator and encourage students by asking probing questions. We use books, websites, videos, hands-on activity and the students’ artifact is their conclusion and presentation. This is constructionism in practice.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid-continent Research for Education and Learning.

Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.