The word hypothesis, even though it is generally related to
the field of science, is actually a term that is put into practice every
day. We make predictions about what we
think will occur and then act according to that premise. If the event does not occur the way we have
planned, then we reevaluate our choices and proceed in a different manner the
next time we encounter the same problem.
If the incident goes as was predicted, then we repeat that option in the
future.
In chapter 11 of the book, Using Technology with Classroom Instruction that Works (Pitler,
Hubbell, Kuhn, and Malekoski, 2007), “Generating and Testing Hypotheses, the
writers share that there are benefits of using the strategy of making educated
predictions, testing them through various venues, and then reflecting on the
results. As mentioned above, this is a
strategy that is implemented every day although it is not always done
consciously.
Technology is a tool
that makes it even easier to accomplish this task and complete the reflection
process. By manipulating numbers in
either a Microsoft Excel Spreadsheet or a Google Spreadsheet, students can see
the cause and effect relationship of their choices. When the effects or connections become visible
on charts, tables, graphs or other pictorial representations, students will be
more apt to realize that they can determine the outcomes of many events. Hopefully this understanding will promote the
pondering of future choices.
One very good example
that illustrates the effects of monetary choices was included in the book cited
above. A 5th grade teacher,
Mrs. Omar created an economics lesson that had a big impact on her
students. Based on the scenario she created,
students had to make decisions about how to invest hypothetical $10,000
inheritances. Based on the investment choices made, the profits of the students
either grew minimally, at a fair pace, or quite exponentially. While ‘money talks’ and creates interest
among students, learning how to use it wisely makes a lesson of this nature
even more valuable and engaging to the future of the learner.
Because not all students have the knowledge to create their
own spreadsheets or to conduct research to gather the data for projects such as
this one, their teachers can use technology to create templates and insert data
for the students to use. Similar
benefits will still be gained from the activity. For those students with limited resources or
budgets for conducting the actual research, the internet also provides an opportunity
for students to find the data they need without leaving the classroom. And, with the plethora of software or
internet-based simulation programs available, free or otherwise, students can
have virtual experiences and exposures to situations they would not encounter
otherwise.
How then, does this type of lesson or strategy play into the
Constructivist/Constructionist Theories of Learning? Constructivism, according to Dr. Michael
Orey, (Laureate Education, Inc., 2011) is based on the work of Jerome Bruner,
suggests that learners actively construct their own meaning. Constructionism, under the guises of Seymour
Papert, on the other hand, is a theory for learning that says that people learn
better when the construction of an artifact is involved, thus engaging students
in work that is an extension of them. As
students participate in activities similar to the one facilitated by Mrs. Omar,
the students can better see how the world (or at least their portion of it) can
be impacted by the choices they make.
Another valuable technology tool that plays very well into
both the Constructivist and Constructionist theories are Project-Based Learning
activities. Project-Based Learning, or
PBL, is a long-term collaborative project that incorporates content skills and
knowledge from multiple disciplines. It
allows for students to complete authentic or genuine tasks from which to gain
knowledge. That knowledge is then shared
with others through various formats, depending on the nature of the content and
the intended audience. And, because much
of the work is done in collaborative working groups, time management is a skill
that must be practiced.
While the time requirements can be a positive feature of
this type of learning activity, it can also be the deciding factor as to why
not all schools participate.
Standardized testing pressures are also a deterrent to capitalizing on
the potential benefits. And, probably
the biggest reason why teachers choose not to engage in this process is that it
takes a large amount of preparation and coordination to make the program work
effectively.
I have had the privilege of visiting Robious Elementary
School in Chesterfield, Virginia. It is
a Blue Ribbon School who has successfully implemented PBL for multiple
years. The teachers were fully supportive
of the program and had experienced much professional development on the topic
and processes involved. The parents were
included in the planning process and multiple local resources had been tapped
to make the program work. The overall
school climate reflected the ideals of Project-Based Learning.
The merits of creating opportunities for students to study
and be involved in lessons that are meaningful, engaging, and reflective of
real-life knowledge and skills are strong.
Students will learn because they are constructing knowledge themselves
and their behavior will be improved because they will want to participate and learn.
Everyone will be winners if these types
of strategies are implemented correctly.
References
Chesterfield
County Public Schools. Robious Elementary School. Midlothian, Virginia.
Laureate Education, Inc. (Producer). (2011).
Program seven: Constructionist and constructivist
learning theories
[Video webcast]. Bridging learning
theory, instruction and technology.
Retrieved from
Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction
that works. Alexandria, VA: ASCD.
