Constructivism in Practice

In our resource, Using Technology with Classroom Instruction that Works, the authors talked about the instructional strategy that embeds technology: “Generating and Testing Hypotheses.” Our blog assignment is to answer the questions, how does this strategy relate to the constructivist / constructionism learning theories, and then to look back at the learning tools that we explored and how they correlate to the instructional strategy and constructivist / constructionism learning theories.

As stated in our course text, generating and testing hypotheses, we usually think of science class, but when students utilize this strategy in other classes, they are, “engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al, 2007). In order to know if this instructional strategy correlates with the constructivism / constructionism theories, we have to understand what these theories are.

In our DVD, Bridging learning theory, instruction, and technology. Dr. Orey explains Constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meaning. And constructionism as “a theory of learning that states people learn best when they build an external artifact of something they can share” ( Laureate Ed, 2009). Based on the definitions of constructivism/constructionism, the strategy generating, and testing hypotheses definetly correlates with the principles of those learning theories.

When students are asked to create hypotheses, they are making a guess at what they think might happen. In order to prove their hypothesis incorrect or correct, the students must be able to collect data and analyze it. This does not necessarily have to take place in a science class. For instance in my seventh grade Industrial Technology class, my students go through a unit in Structural Engineering. A part of the unit is to predict which bridge will be the most efficient. In order for my students to figure this problem out, they must first collect their data, which includes the weight of the bridge and how much weight the bridge held. My students put all of the their information into Excel and create a spreadsheet that will help them calculate efficiency and do a comparison with all of the bridges in the class. As for gathering data, each bridge is put onto the structural tester, which is connected to a program running on the computer. The data being gathered is how much weight the bridge is holding every second until it breaks. Another nice feature with this program is the graph that is created for each break. My students use the graphs to determine which bridges held the most weight for the longest amount of time. As part of their grade, the student will create a report that either confirms or debunks their hypothesis.

I do not use Excel as extensively as a math or science teacher would, but my students are still getting exposure to that type of technology so that they can become comfortable with it.

As for the instructional strategy correlating with the learning theories, I feel that when the students are stating their hypotheses, you have the constructivism theory in play, and when they start gathering their data, inputting it into Excel and creating spreadsheets, and then you have the constructionism theory in play. Both being closely related and always being done at the same time.



Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,instruction, and technology. Baltimore: Author.

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