Constructivism in Practice

While reading about the strategy of generating and testing hypotheses, I had a difficult time understanding how I could apply this type of learning in my classroom. Perhaps, I am struggling with the application process because I am a random sequential thinker. Even though one event in history may appear to have no connection to another it is through class discussions, direct instruction, and student questions that guide my teaching rather than just important dates. By using some of the components of the instructional strategy, generating and testing hypotheses, perhaps I will be able to convey my random sequential thoughts in a manor that both types of learners, random sequential and linear, are able to understand more clearly (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The project-based learning that students are able to take part in when creating a hypothesis and then going through the process of testing each possible situation aligns beautifully with the basic principles of constructionist learning. As students decide on what type of problem needs to be solved, proven or disproven, students automatically begin taking an active part in building their own knowledge base about a topic (Laureate Education, Inc., 2009). When applying the strategy generating and testing a hypothesis one might choose to do so, “In a historical investigation [where] students construct hypotheses about historical events for which there is no agreed-upon resolution and create a solution to the need” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, page 203).

For example, if a group of students wanted to decide whether or not the United States was truly neutral during the beginning of WWI before the sinking of the United States’s ship the Lusitania. An example of a student created hypothesis might be, America was not neutral prior to the attack of the Lusitania. To prove this hypothesis, students would have to research the laws, agreements, and situations surrounding the trade routes, imports/exports from the countries, primary sources dealing with trading and communication between America and the European countries, etc. They would have to determine how much contact Germany, Great Britain, and France had with America regarding the trading of goods (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Once the students gain an understanding of America’s position on trade, neutrality, and other similar issues, they can then begin to analyze and synthesize the information according to what they already know, unknown information that proves neutrality, contradictory information, etc. It is during this part of the problem solving process that a student would be constructing his/her personal opinion. As Dr. Orey explained, students will use both new and existing knowledge to move from disequilibration to equilibration.  The students will take the new information, combined and blend it with existing knowledge (Laureate Education, Inc., 2009). In the end, students should have the information and reputable sources needed to prove or disprove that America was not neutral prior the attack of the Lusitania and the students’ regain equilibration (Laureate Education, Inc., 2009).

Problem-based learning is, “...based on a view that learning occurs through social interactions whereby an outside source can help individuals extend their learning” (Orey, 2001).  Here are some web pages that can be used for the, “historical investigation,” of America and World War I neutrality or any type of historical investigations or history projects students might be working on that encourage the use of primary sources (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Browse many of the United State's historical documents:

  Library of Congress: http://www.loc.gov/index.html

Library of Congress: American Memory: http://memory.loc.gov/ammem/index.html

PBS: http://www.pbs.org/

References:

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. 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.