Constructionism in the Classroom

The theory of constructionism is based on the principle that learners are able to learn information when they have an external model, or arifact, that they are a part of creating. Students that are a part of the learning process are able to recall information more quickly as well as have a deeper understanding of content. There are various instructional strategies that promote the constructionist classroom while at the same time utilizing educational technology.

Using spreadsheet software, such as Excel, allows students to manipulate data in order to be a part of the testing and hypothesis experience. Using this type of software allows students to make a hypothesis and then be a part of the testing to determine the validity of that hypothesis. Students are able to see the cause and effect of manipulating numbers within a spreadsheet and then see the immediate results of their choices. Spreadsheets can work well in science classes where students are gathering data and one variable is dependent on another. When students can see that correlation they will retain the knowledge longer because they were able to interact with the program and the data.

Data collection tools also support the constructionist classroom. Constructionism revolves around the guise that learners need to interact and be a part of the learning process. Data collection tools allow students to recognize patterns within the world and to answer questions. When students are able to gather their own data, not just read about someone else's, they are becoming actively involved. The one drawback about data collection tools is the accessibility of them within the school. Tools such as light intensity probes and digital microscopes have amazing capabilities within the classroom, but not all schools have access to them.

The last educational technology resource discussed are web resources. Web resources are used to help students make meaning and be a part of the learning process when the situation may otherwise not be feasible. I have found many fantastic websites which have allowed the students to be a part of the learning process. One example is that my students learned about tornados and then had to set the right conditions so that a simulated tornado would occur- because they were so excited to see the tornado it was more like a game to them so that all of the students were eagerly engaged to get the conditions just right. Had the lesson been merely lecture about the conditions needed for a tornado my students would not have been as interested and would not have remembered the lesson as well.

When planning and implementing lesson engagement is crucial. When our students can experience the learning process by doing rather than by hearing we can maximize their motivation and learning at the same time.