Constructivist Learning Theory, Teaching, and Learning

According to Guzdial (2018), the constructivists learning theory states students construct their meaning in learning. It uses interactive strategies to create meaningful contexts that help students make meaning for their learning.  Inquiry-based, problem-based, and cooperative learning are all learning strategies that incorporate the ideals of constructivist learning (Kurt, 2021). 

Technology is an excellent way to provide students with a learning environment that can bring meaning to their learning (Noel, 2015).  Noel also notes that blogging is one example of how technology can facilitate meaningful learning in the constructivist learning environment.  However, constructionism, while based on the theory of constructivism, focused on the fact that students learn more when they construct something like an artifact.  Like constructivism, constructionism believes that learning must be meaningful.

Additionally, constructionism values the use of technology. Constructionists see technology as a laboratory for self-expression and provide a workspace to create (Stager, 2001). Examples of technology in constructionism are programming video games, video editing, and producing films.  It is essential to understand that the two, constructionism and constructivism are similar and encourage active learning meaningful to the learner.

While learning must be meaningful, I frequently use constructionism in the learning environment. Currently, I have students create evidence of their learning. When learning about the geography of the Caribbean, my 8^th graders created group websites identifying and describing the physical attributes of four islands of their choice. They also included in their website a page that analyzed and made comparisons and contrasts between Bermuda and the islands they selected.  They then posted the link to their sites on the class discussion board for others to view, share and discuss. In another class, my 7^th graders created a radio interview with a pretend witness of the great pilgrimage of Mansa Musa of the Mali Empire. They had to explain what they saw and what they heard.

Additionally, they had to explain how this pilgrimage had impacted their impression of the Mali Empire.  In each case, students were empowered as learners to construct evidence of their learning and be creative communicators, and global communicators as the ISTE Standards for Students indicated are essential for students to do (ISTE Standards: Students, 2016b). The ISTE Standards for Educators (2016a) state that teachers must support student empowerment.  Also, they should design authentic, learner-driven activities while facilitating learning with technology, allowing students to create radio interviews and websites, which will benefit students in the long run and empower them to be masters of their own learning experience.  

The popular Source that I found helpful in my understanding of constructivism was Use a Learning Theory: Constructivism ((BlueSofaMedia, 2012). It helped me to understand what constructivism is.  I would use this video to help guide how I plan for my Genius Hour activities. I plan to encourage students to seek real-world problems to solve and display evidence of their learning. Additionally, I will consider if learning promotes higher-level thinking skills and collaborative work when possible.

The scholarly article that I found was Using blogs to create a constructivist learning environment (Noel, 2015).  It was meaningful and relevant as it helped me see how technology can be used in the constructivist learning environment. As my students engage in the Genius Hour, I will reflect on how a blog is a great way to express learning. Having a blog is an excellent way to encourage higher-level thinking skills and work in a meaningful and relevant manner to individual student learning.

I also found a blog source on constructivism called Research-Based Theories and Models, part 1 - constructivism (Phenomenal Science Leadership Team, 2017). This blog will help guide me as I guide my students by remembering that constructivism is student-centered and what this kind of learning environment is not.

Constructivism/ constructionism is valuable to the learning experience of students. They incorporate meaningful learning and focus on students being the center of the experience. They can effectively use their higher-level thinking skills to learn and create evidence of their learning.

 References

BlueSofaMedia. (2012, December 31). Use a Learning Theory: Constructivism. YouTube. https://www.youtube.com/watch?v=Xa59prZC5gA

Guzdial, M. (2018, March 19). Constructivism vs. Constructivism vs. Constructionism | Computing Education Research Blog. Computing Education Research Blog; https://www.facebook.com/WordPresscom.  https://computinged.wordpress.com/2018/03/19/constructivism-vs-constructivism-vs-constructionism/

International Society for Technology in Education (ISTE). (2016a). ISTE Standards: Educators. ISTE. We Are ISTE | ISTE. https://www.iste.org/standards/iste-standards-for-teachers

International Society for Technology in Education (ISTE). (2016b). ISTE Standards: Students. ISTE. We Are ISTE | ISTE. https://www.iste.org/standards/iste-standards-for-students

Kurt, Dr. S. (2021, February 21). Constructivist Learning Theory - Educational Technology. Educational Technology. https://educationaltechnology.net/constructivist-learning-theory/

Noel, L. (2015). Using blogs to create a constructivist learning environment. Procedia - Social and Behavioral Sciences.

Phenomenal Science Leadership Team. (2017). Constructivism - phenomenal science k-5 curriculum. Phenomenal Science K-5 Curriculum. http://phenomscience.weebly.com/blog/constructivism

Stager, G. S. (2001). Constructionism as a high-tech intervention strategy for at-risk learners. https://files.eric.ed.gov/fulltext/ED462949.pdf