Constructivist and Constructionist Learning Theories

The learning theories of constructivism and constructionism are based upon the work and research of Seymour Pappart and Jean Piaget.  Constructivism focus on what the learner knows and sets forth the idea that each student constructs, or builds, their own, unique meaning out of information (Laureate Education, Inc., 2011).  Constructionism focuses on learning, and is based upon the concept that people learn best when they are given the opportunity to build an object that correlates with their learning. (Laureate Education, Inc., 2011).  When students are given the opportunity to construct an artifact related to the subject of study, they go through processes of assimilation and accommodation.  Assimilation occurs when new information is worked into what a student already knows and understands; new information “fits” in with previous knowledge (Laureate Education, Inc., 2011).  Accommodation is when current knowledge is adjusted to “fit” with new information (Laureate Education, Inc., 2011). Assimilation and Accommodation are the foundation of the constructionist learning theory.  When students are given the opportunity to construct objects related to learning, the construction enables them to fully experience these processes (Laureate Education, Inc., 2011).

            When planning for experiences to enhance the construction of objects or artifacts to solidify student learning and understanding, the use of technology has much to offer.  Generating and testing of hypothesis requires students to construct their thoughts with the use of high-order thinking situation (Pitler, Hubbell, & Kuhn, 2012).  When students produce and test hypothesis they are developing critical thinking and problem solving skills. Technology can assist students by providing them with date to analyze, giving them the opportunity to study the data, versus spending time collecting the data (Pitler, Hubbell, & Kuhn, 2012). Templates found in the programs Kidspiration and Inspiration can help students organize their thoughts and plans of action for working with hypotheses.  Multiple styles and types of spreadsheets can be created through programs such as Microsoft Excel, offering students opportunities to study and interpret data.

            Software programs can also offer simulation experiences that give students the opportunity to apply and experiment with their knowledge (Pitler, Hubbell, & Kuhn, 2012).  In these settings, students often receive immediate feedback of their choices and selections.  In my subject of music, programs such as Garage Band and Musescore come to mind as students work as composers, testing their knowledge of how rhythm, pitch, tempo, dynamics and tone color come together to create music.

            Although there is a place of behaviorism in the classroom, and the cognitive learning theory that was explored last week explains how students make connections as they learn, I believe constructionism can have the most impact on the classroom.  As students are in the process of building artifacts representing their learning, they are actively engaged, making assimilation and accommodations, which help them, grow and deepen their knowledge and understandings.

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. & Kuhn, M., (2012). Using technology with classroom instruction that             works (2nd ed.). Denver, Colorado: McRel.