Constructionism in Practice through Problem Based Learning

        Constructionism is a theory of learning that is a process in which people construct their own knowledge and understanding the world around them in which they develop understanding and demonstrate their learning by building artifacts (Orey, 2001).   Constructionism is echoed in Problem Based Learning (PBL) by the creation of a student-centered learning environment and emphasis on artifact creation based on authentic and real life experience with multiple perspectives (Orey, 2001).   

When thinking about generating and testing hypothesis, there are similarities in the process that teachers can use which include system analysis, problem solving, experimental inquiry, and investigation (Pitler, Hubble, & Kuhn, 2012), and the instructional strategies of PBL which include planning, creating, and processing (Orey, 2001).  The two strategies blend together very well to present a well define lesson.  In the problem solving process of generating and testing hypothesis there is identifying the goal, describing barriers, identify solutions, trying the solutions and explaining your hypothesis (Pitler et al, 2012).  This is similar to part of the planning and creating strategies of PBL.  With regard to planning, there is the inquiry portion in which includes formulating goals, plan procedures, and debate ideas. When in the creating phase there is analyzing data which include making predictions plan experiments and collect data. There is also collaborating with others in the creating phase where the learner communicates ideas and findings to others (Orey, 2001).

One idea I have to include these strategies is to introduce a flow chart in my exploration lessons.  I have a series of lessons that require the students to explore, experiment, and create an artifact with a set amount of materials.  Some of these include creating a paper tower with one sheet of paper and 12 inches of tape, another is a straw tower that can support a tennis ball with only 15 straws and no tape, and a sail car with 12 straws, 12 inches of tape, one sheet of paper and choice of pre-determined set of wheels. Over the years I have added to these lessons to make it more complex and meaningful to the students. I added a sketch which evolved to a detailed design, a   hypothesis on the functionality or the expectation of final product, and internet research to explore structures and learn any building tips to aid them in their project.  Now I want to add a flow chart, using an internet diagramming tool like Cacoo, as a graphical record of their thought process to explain how they got their final product.  I want something they can look back on and share with others their successes or challenges on how they created their artifact. It would be a work in process detailing the process they took in creating their product.  Every time something did not work out they would expand their chart, explain the changes they made, then cycle back into the flow and continue with the project.  This would be repeated until they come up with their final product.  It seems like a lot of work, but these projects are done in groups. Hopefully responsibilities are divided equally amongst the members to ensure no one person is overwhelmed.

References

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd         ed.). Alexandria, VA: ASCD