Constructivist Theory

The constructivist/constructionist learning theories have become a hot topic in the education world over the last several years (Lever-Duffy & McDonald, 2008).  Piaget and Papert are two notable theorists contributing to these theories, which state the learning takes place when the learner actively constructs knowledge (Han & Bhattacharya, 2001).  Constructivism is theory of knowledge and constructionism is more of a theory of learning (Laureate, 2010).  In the education world, we focus more on the constructionism aspect and how we as educators can help students construct knowledge and understanding of the material.

Pitler, Hubbell, Kuhn, and Malenoski propose that technology strongly aids in student learning in terms of generating and testing hypotheses (2007).  The basic approach to this strategy includes students predicting, based on their own experiences and knowledge, the results of a problem, researching their predictions, and modifying their knowledge based on the results yielded by research.  In the field of language arts, we are discovering a push towards having students master the skill of informational text reading, as well as having students master the skills of research and informational writing. This shift in the paradigm of language arts is forcing—yet also allowing--the learner/student to predict, analyze, and solve the issues alluded to in the informational readings presented.  Moreover, it is forcing students to initiate process of research by first predicting the results and forming a hypothesis on the subject.  When students are engaged with the process of predict initial results, forming an original hypothesis from the information, and then researching the field of study, they are actually constructing knowledge through their experiences with the material--material that they will be forced to cross-reference in order to analyze the validity of the source and information.  Nevertheless, this type of strategy has strong ties to the constructionist theory. 

The constructionist approach actually combines aspects of behaviorism and cognitivism.  In generating and testing hypothesis, students are receiving reinforcement or punishment as to whether their predictions are correct or incorrect based on testing their hypotheses.  In addition, elaboration theory of cognitivism is based upon making connections to prior knowledge, which is what the learner is doing in making predictions.  The idea of predicting is allowing students to become more focused in not only their research, but also in their gathering of information.  So while three different theories exist, aspects of each are shared, and in reality parts of all three may be accurate.

References

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 3-21-2012 from http://projects.coe.uga.edu/epltt/.

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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