I use generating and testing hypotheses all the time in the laboratory portion of my class. During my lab, I present students with a problem and they must work with their lab group and try to solve that problem. Once in a while, I give the students a list of materials and have them develop their own scientific questions from those materials. With the new developments in technology, students can use equipment such as, probeware, to gather and interpret data (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In my Biology class, I use Vernier probeware. A series of different probes came with the set along with a personal labquest computer. The students use the probes, which are connected to the lab quest computer, to collect and store data. Students can then go back and look at the data and start to interpret and analyze that data. I feel this is connected to constructivism because students are working with their lab group to conduct an experiment, collect their own data, and finally, produce an end product. This relates to project-based learning because students are building their own knowledge throughout a hands-on projects and activities, and producing some sort of artifact which showcases that knowledge gained. In my case, the artifact is either a technology based presentation of results, or a lab report. The learners are also engaged in a complex activity that takes place over a number of class periods, which is a main aspect of project-based learning (Orey, 2001). Overall, constructivism is a learner-centered strategy where the teacher simply serves as a guide (Orey, 2001). I believe that constructivism goes hand in hand with project-based learning. Through project-based and constructivist lessons, students work together to solve a problem or answer a question and then share their results with their peers (Orey, 2001).
Kayla Shandra
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.
Kayla -
ReplyDeleteI like how you addressed constructivism because each student is building their own knowledge, which could be different. Through teh interprtation of data and the creation of their own artifact, students are able to build their own knowledge base. I also think it is great for the students that these projects soemtimes span several days. I have found in my classes that students tend to reflect and think about things between days of class. Often students come on a different day with a new perspective or idea about what we had been workign on. Anything we as teachers can do to get students thining about things over the span of several days is a tremendous advantage to the student.
I could nto agree with you more that constructivism and project-based correlate together. High levels of engagement and motivation enhance the amount of knowledge students store to long term memory. Good post!
ReplyDelete-Joanie Grimm
Hi Kayla!
ReplyDeleteI can tell that when you began reading about this week's instructional strategy you knew it fit perfectly with your subject. In a science class, it is important for students to generate and test their own hypotheses to help guide their learning. You are right when you say that this learning theory correlates with project based learning. After all, when students generate their own project, they are constructing their own knowledge. As a teacher, it is our job to be a guide and provide support during their exploration. Great post and keep up the excellent work in your classroom!
-Sam R.
I agree with you that data collection is a good means for students to learn and understand the material they are being taught. Student can develop the information look at it and see how their decisions effect the out come directly. This helps students to learn as they work the information teachers try to impart on them. This knowledge is earned through work and discovery making more meaningful for the learner, as well as part of their schema.
ReplyDeleteRob,
ReplyDeleteI agree that students come in the next day with new perspectives or ideas. There has been many times where students come in and change or add something with their project. If it is too late, I usually have the students make a note of the changes they would like to make in their lab report.
Kayla Shandra