Pitler, Hubbell, Kuhn, & Malenoski (2007) assert that students learn problem solving, critical thinking, and decision making skills when generating and testing hypotheses. Orey (2001) states that constructionism is a learner-centered environment that revolves around exploration, communication, inquiry, and presentation. When students are given the chance to manipulate data or ideas to generate and confirm hypotheses, they are active in their learning and must seek answers to come to conclusions. Some resources that promote hypothesis generation include data collection and spreadsheet tools, as well as web resources, such as WebQuests (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Throughout all of these resources students must explore the resources given to them to pose questions and find answers, which are ideas that constructionists/constructivists believe in.
A WebQuest is a web resource that embraces constructivist/constructionist learning theories as well. Orey (2001) mentions that WebQuests have a focus question or problem that students must develop a position on and find evidence to back up their position. Some examples of WebQuests that have great resources for primary grades include: http://www.literacy.uconn.edu/34webqu.htm, and http://eduscapes.com/sessions/travel/k3webquests.htm. In order to back up their positions, they must explore various resources, discuss findings, and reevaluate their information. It is up to the student to come to a final conclusion and present the material in a way that demonstrates his/her understanding of the material. Throughout the process, the teacher must act as a facilitator, to guide students into thinking deeply about the material. All of these elements speak to constructivist/constructionist learning theories.
Both instructional strategies keep students engaged in their learning and promote artifact creation. These two concepts are the focus of constructivist/constructionist learning theories.
References
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Creating and testing a hypotheses is essential to student learning. For one you have a student who is now invested in the process of the lesson. Secondly, to make a true hypothesis, which is not a guess but an educated guess, a student must have at least some of the background knowledge. Building that knowledge before they can form their own opinion on a topic is one of the most crucial steps in a lesson. This way they do not go into something blindly.
ReplyDeleteI completely agree with you! With my third grade students, I reiterate the difference between a guess and a hypothesis, or educated guess. I ask for proof with all hypotheses so that students realize they need to put some thinking behind them. I think a common mistake teachers make, myself included at times, is assuming students already have prior knowledge about a specific topic. It is crucial to gauge prior knowledge before forcing students to attempt to create a well-educated hypothesis. Thanks for the input.
ReplyDeleteI have never used a webquest for my classes, but after this week I have been encouraged to try one. I think that part of the reason is because I have struggled to see success with my middle school students learning. I know that I need to to work on being a facilitator of learning. Would you have any suggestions for me as I begin to practice being a learning facilitator?
ReplyDeleteI think that some of the key areas to work on to be a good facilitator include setting clear objectives for students so that they understand exactly what the end result should be. You could also establish a checklist for students to assess their own progress on the WebQuest, and perhaps have sections in the WebQuest where they may check in with you, so that you can both be reassured that they are on the right track.
ReplyDelete