Constructionist Theory

Constructing hypothesis are things that we do in science all the time.  I have been teaching kids how to create hypothesis all the time, however the type that we make aren’t quite the same as what this type of theory are talking about.  In reading through the chapter on testing hypothesis I found that the hypothesis wasn’t nearly the focus.  It was the research that was collected and the analysis of that created the product that is used for the constructionist theory. 

For nearly a decade I have had interest in using probe ware to change the level of thinking in my science classes from a data collection process to an interpretation and analysis process.  It looks like the near future will allow this to happen for two reasons.  Our district is looking into improving our science support with the new state requirements, and I have just recently discovered some of the internet applets that allow the kids to collect and record data in real time.  Using these devices will allow us to minimize the error and also to spend more time interpreting the data rather than collecting and graphing it. 

Laureate Education, Inc. (Producer).(ND). Constructionist and constructivist learning theories [Motion picture]. Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.

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

cognitivism

Cognitivism is one of the methods of learning that I use all the time in teaching my class, I just don't normally think of it in those terms.  When teaching any topic there are a few questions that I always ask:

Is this material as presented understandable for the kids?
How can I break it down into managable parts for the kids to learn?
What activities can I create or use that will help elaborate on the topic so that it sticks in their brain?

The first question deals with where they are at, specifically how much previous knowledge do they bring to the topic.  This gives me an opportunity to find a way to tie the new information to previous knowledge.  As long as the previous knowledge is correct I have a good chance that the kids will remember it.

The second question deals with bits.  I try to break things down into small enough parts that they can manage them, sometimes clumping things together helps to make the parts bigger and still keep it within their ability to learn.  I also try to keep things relatively simple so that they don't get caught up in science jargon that is not necessary at a 9th grade level.

The last question deals with the episode that I hopefully can create in order to make things memorable for them.  I know that even if it is something simple, they will retain the information longer if there is an activity that they saw or participated in to cement the concept in their head.

Behavoirism

Reflecting on the chapter pertaining to effort I find myself thinking about the discussions that my fellow coaches and I have relating success in sports to time practicing their craft.  We know it is also true for school, but don’t emphasize it as much as we should.  I do like using technology in my classes and with access to 10 computers they would have to stagger their time, but using some of it to track the “on task" time might help them to see why they are struggling while others are not.  The quote “success comes in cans; failure comes in can’ts”  is a play on the terms I give my athletes all the time.  If they don’t believe they can accomplish the task, there is no reason for us to waste our time trying. 

Homework has always been a sore spot for me as a science teacher.  Even in my freshman classes (which I think are fairly basic) I find that most parents in my community don’t have the ability to help students if they get stuck.  Many of my students have the ability to look up information online but like the book says, they can get caught in a myriad of problems from ad distractions to incorrect information on a non credible website.  For this reason my homework policy has been that there is minimal homework assigned.  When an assignment is given I almost always give at least 10 minutes to work on the task so that kids can at least get started and ask questions before they go home and try it on their own.  A vast majority of the time they have enough time that if they work hard they can get it all done in class.  As I look at many ways to change the instruction in my class, one of them is how to best use online opportunities to enhance the instruction in my room.  I am encouraged by the websites that are listed as I have worn out my energy to look for things that are useful on my own.  Some of the more valuable things that I have taken from this course involve the use of online resources to help track students progress, communicate collaboratively with each other, and look at new ways of presenting new information.  I look forward to the opportunity to change how my class looks so that hopefully I can more positively impact my students education.