Constructivism posits that learning is an active and constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective (Learning Theories Knowledgebase, 2009). Constructivism revolves around building stuff, and the example presented in this week’s readings about using Microsoft Excel Spreadsheet software to discuss the three plans of investing the money relates directly to the principles of constructivist/constructionist learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 204). The idea of considering the different scenarios and having the students to fill in their predictions before completing the project creates a state of disequilibration, which will motivate the students to get engaged then participate and complete the assignment (project). While they are working on their project, they will be going in an accommodation process where they will alter their beliefs and understandings to fit their findings (external reality), and finally reach the equilibration state (Laureate, 2008). Creating a line-graph chart for the project as an artifact that they can reflect upon and share with others is a wonderful idea from mathematics prospective.
A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge (Learning Theories Knowledgebase, 2009).
References:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Constructivism at Learning-Theories.com. Retrieved May 28th, 2009 from http://www.learning-theories.com/constructivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I like your point about disequilibration causing students to be more engaged. I had not really thought of it that way, but you are definitely right. Students are so curious to see if their predictions/hypotheses are correct, and they are thus more engaged in the rest of the learning. Then, in the end, when equilibration occurs, they can truly see that they have learned.
ReplyDeleteRachel,
ReplyDeleteThank you for your comment. I found this very true, even when you ask your students a simple questions and they give different answers. They can not wait until you (the teacher) says which answer is the correct one. If you re-asked the same question after a period of time, you will find that the number of students who know the correct answer is increased.
Joe