Constructionism, Generating Hypotheses, and Technology

"Problem-based inquiry is an effort to change students to address real-world problems and resolve realistic dilemmas.  Such problems create opportunities for meaningful activities and engage students in problem solving and higher-ordered thinking in authentic settings."  (Orey, 2001).  According to the Constructionist learning theory, the best learning takes place when the learner creates an external artifact.  Using technology can allow students to spend more time interpreting the data they have collected than gathering and sorting the information.

As an elementary art teacher, most of my lessons are project based.  Students will demonstrate their understanding through a piece of art they created.  When student participate in a hands-on activity, there are more than one learning theories present. Even through I was comparing cognitive learning and technology in my blog post from last week, it has a great example of the constructionist learning theory where students will create a wiki on Wikispaces to explore masks from different places and cultures.  By creating this external artifact, students will have more connections to draw information from.

Pitler, Hubbell, and Kuhn explain that generating and testing hypotheses is a much more effective why of teacher than traditional teacher-directed lectures (2012).  While we do not call them hypotheses in the art room, my students are constantly asking questions, using their art to experiment, and finding solutions to problems.  If a student wants to know how to make the color green, we experiment.  Which of the colors on the color wheel should we mix? Does red and blue work? No, let's try something else!

Technology can play a role in generating and testing hypotheses.  Spreadsheets can be used to organize and track data much easier than pencil and paper.  Students will spend more time using the data to formulate predictions rather than be overwhelmed by a large stack of papers.  In my room, my students often work together to complete graphic organizers on the interactive white board.  By using the projector, students can use their peers as references while creating a chart.

I also believe that the best learning takes place when a learner is creating.  I try to insure that every major concept I cover in my art room is complemented by an external artifact.  Not only is it important for students to experience the creation process, but it also assists them with twenty-first century skills such as problem solving.

References 

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

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