Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Students working on project based learning, problem-solving and inquiry based learning, all have to produce artifacts to support their learning (Orey, 2001). For many students the three types of learning in groups can help them to share the information they have collect with others.
Technology can also help students build artifacts and share information through the use of spreadsheets, graphs, and using web based resources. Videos, vodcasts,blogs and voicethreads can all be used to present the information and produce artifacts (Pitler et al, 2007).
In a project that my students worked on for five years, students had to measure the entire high school. Every window, every floor and every light fixture had its measurements taken. This information was all placed on spreadsheets and eventually used to figure the energy efficiency of the building. This was wonderful practice for the following year when they had to take these same measurements in teacher’s homes and then report to them on the energy efficiency of their private residences. All of the information gathered for both private homes and the high school lead to energy savings, sharing of information and artifacts of the students work.
Laureate Education, Inc. (Producer).(2009). Constructionist and constructivist learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology.Baltimore:
Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom
instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
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4 comments:
This is a fantastic way to incorporate the use of the constructionism theory into your classroom. Were students working in groups, as a whole, or individually? It is impressive to think of the size and scope this project could hold and what fascinating ideas the students could share with regards to saving energy and how those same ideas could be incorporated into their own homes later on. Very Cool!
I am completely astonished by the activity you had your students do! It sounds like a lot of fun but I am sure it did take 5 years to complete. How neat is it that students were able to document their measurements on a spreadsheet and then later use the information to find the energy efficiency. When I was in school we did something similar to this. We simply were given a packet to take home and fill out. The packet included questions like how many windows were in our house, where they were located, heating options, and such. We did not have to measure our whole house thankfully. I bet your students gathered a tremendous amount of knowledge from this project. I also love to incorporate hands-on activities for my students. I love to see my students working and discovering their own learning. Students seem to have a fun time and I love the way they nicely interact with their peers. Lastly, good for you for taking on a task like the one you did!
Mr. Z,
Students worked in groups to collect and post data, as individuals to find ways to save energy and everyone collaborated to present suggestions and solutions to the Board of Education. Thanks!
wellmanjl80,
Thank you. The students learned things they used at home. The other fringe benefit was the sense of pride the students had in the school. While taking tickets one night parents from a neighboring school came in and asked if the gym had been painted? It was so much brighter. A student then stepped in and explained how they had completely changed the gym lighting and now it was 3x brighter at half the cost. I had the proud teacher moment.
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