The generating and testing of
hypothesis is a strategy that can be applied across all content areas through
problem based instruction (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This
strategy can incorporate a wide variety of other strategies that can result in
improved student achievement. The concept behind generating and testing of
hypothesis is very similar to that of Problem Based Instruction (PBI) in that
they both engage students in solving real problems through the use of higher
order thinking skills such as predicting, analyzing, and evaluating (Han and
Bhattacharya, 2001; Pitler et al, 2007). These strategies are both examples of
constructionism because students are creating something – a solution. The
solution is an artifact because it is a real thing, although it may take many
different forms. The theory of constructionism supports the use of highly
engaging activities that result in students creating an artifact in order to
allow them to make meaning and create their own understanding of the concept
(Han and Bhattacharya, 2001; Laureate Education, Inc, 2011). There are many
technology tools that can allow students solve problems through PBI and the
generating and testing of hypothesis.
In a science class, students may use
virtual labs in order to develop and test a hypothesis about flammability that
may be too dangerous to complete in a classroom. They are creating data through
this process and analyzing the data in order to evaluate their hypothesis. Spreadsheets
can be used to collect the data in order to analyze it effectively. Students
may use a wiki to collect and collaborate on the data asynchronously, as well
as to provide feedback to other groups. Students could use any of a variety of
possible presentation tools, Power Point, Prezi, or Animoto in order
to share their results with the class, school, or community.
In a social studies class, students
may use their knowledge of historical myths or legends to develop a question
and hypothesis about the accuracy of details related to a major historical
event such as the assassination of President Lincoln. Students can use virtual
field trips and primary sources such as court documents, newspaper reports, and
the writings of those directly involved in order to test their hypothesis.
These are just two examples of how
constructionist theory can be supported in the classroom through the use of
generating and testing of a hypothesis as part of Problem Based Instruction
with the use of technology. It is imperative that students are working on
real-world problems that are meaningful to them so that they are challenged and
motivated. The supports that teachers establish in the development of the
activity allow students to work within their zone of proximal development. The
challenges that they create push students beyond that zone and into a deeper
level of learning.
Sources:
Han, S. and
Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based
Learning. In M. Orey (Ed.), Emerging
Perspectives on learning, teaching, and technology. Retrieved 9/21/2012
from http://projects.coe.uga.edu/epltt/index.php
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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom instruction that works.
Alexandria, VA: ASCD.
Ellen,
ReplyDeleteI think you have offered many ideas of how constructionist learning theory can be integrated in to the classroom. My 4th grade students are currently exploring the effects of a specific action on a pond ecosystem because our school has two different ponds on the backside of our school. We created smaller versions in our classroom and the students were able to choose the action taken. Their research is being recorded and they will present their findings to the class as well as create a video for a partnering class across the district. I am curious what kind of real life problems you might offer to your students to explore?
Katie
Hi Ellen,
ReplyDeleteYou presented rich information. In addition, I believe that this theory is actually aiming to support higher level thinking skills. Generating solutions or conclusions can be accomplished easily. The challenge evolves from finding ways to refine a learner's responses and intensify the quality of his work. Generating and testing a hypothesis leads to securing a valid and useful end. Guiding a learner through a meaningful learning experience entails varying resources. And these resources require strategy and structure.
Cathy
Ellen, I liked your ideas for using technology to tests hypotheses in science and history. Currently, my students in Career Investigations are predicting their earning income in various careers. They will then research those careers and discover how close they were to the mark. They are only in middle school, so their ideas concerning wage earning potential is pretty skewed. They are also predicting the amount of education necessary to obtain the positions they desire. It's a fun project and the students are enjoying discovering this information for themselves.
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