Constructivism and Constructionism

During my studies through Walden University this week we have been reading and discussing both constructivism and constructionism. As Dr. Michael Orey explains, “constructivism is a learning theory of knowledge stating that each individual actively constructs his/her own meaning”; whereas “constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2009). Both learning theories focus on the student and allowing opportunities to share knowledge through the construction of knowledge.

According to Dr. Orey, constructionism has four main building blocks or ‘mechanisms for learning’; assimilation, accommodation, equilibration, and schema. Every human being is constantly striving towards equilibrium, which is the “process of achieving a balance between differences in external reality and one’s current beliefs and understandings (schemas)” (Laureate Education, 2009). As people learn new information and try to reach equilibrium, they either use assimilation or accommodation. “Assimilation occurs when external reality is made to fit within one’s current beliefs and understandings (schema)” (Laureate Education, 2009). When one can not fit new information into a pre-established schema, they then use accommodation, which “occurs when one’s current beliefs and understanding (schema) are altered to fit the external reality” (Laureate Education, 2009).

Although there are many examples of how to create constructionist learning activities, the one instructional strategy that I plan to use in my classroom immediately is “Generating and Testing Hypotheses” explained in, Using Technology with Classroom Instruction that Works. According to the authors, “When students generate and test hypothesis, 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, p. 202). Students should be using technology as they generate and test hypotheses in order to “maximize instructional time and meet learning objectives” (Pitler, et. al., 2007, p. 207). Technology makes it easier for students to focus on the solving the problem rather than setting it up.

Rather than giving students the question to answer, students generate questions based on content knowledge and use their skills to research and analyze information that will help them. All of these activities require the teacher to become the facilitator as the students work through the problem solving process, which is a part of the constructionist theory of learning.

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.