Constructivism's main principle is that students need to create an end product or artifact to learn and retain new skills and concepts. I whole heartedly agree with this theory and implement this concept as much as possible into my own instruction.
Just thinking back on my own time in schools the things I remember most cleary are things that were concrete and created by myself and my peers. For example in fourth grade we were studying decomposition in science. Instead of just telling us which materials break down the quickest we actually made mini garbage dumps in empty soda bottles. Soil and various types of garbage went in it, banana peels, paper, soda cans, styrofoam etc. We watered the "dump" and kept it in the sunlight for a few weeks. I still can clearly picture the inside of it and how the banana peel was rotting, how the newspaper all but disappeared, while the soda can and styrofoam looked untouched. I can still recall the horrible smell that came from our classroom.
Prior to this activity we had to make hypothesises and this was our project to test it. The course text seemed to be geared for older students but this project is a way to start these processes with younger students. I think a way technology could be used for a project like this would be to collect data using digital cameras and online album to track the changes in the garbage. Even Microsoft word, Publisher or a concept mapping software could be used to make a picture timeline. In the end students could present their conclusions in a paper, slideshow or other means to show evidence of learning.
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Christina,
ReplyDeleteYour ideas for incorporating technology into problem based learning sound great! I think concept mapping software is a great way to create a picture timeline. That’s actually how I used it in our assignment last week. Just like our resources noted last week, applying the dual coding theory, and pairing text with pictures, really makes new information stick in our student’s brains!
The fact that you remember this learning activity from fourth grade shows that problem-based learning is very effective. Being able to develop a hypothesis and then test it is a great way to get student more involved. This is much more effective than reading a course text or listnening to the teacher talk.
ReplyDeleteUsing digital cameras to capture the changes is a great way to use technology. The students can not only show their classmates their work, but others as well. A final project could be a form of assessment to see if the student understands the material.
Christina,
ReplyDeleteThanks for sharing your ideas of a photo journal or time line for a science project. I had never thought of this idea before. I agree with you that the course text focuses mainly on older students. I teach third grade and have been struggling to find ways to apply the text suggestions to my own teaching experience. I think a photo time line is something that could be done whole class while still giving students a tangible artifact for their learning. Great idea!
That is true, it seem like we all remember the project we did in school, however the lectures we have no clue..lol
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