Many students use data in order to test ideas or hypotheses to find the answers to questions. In our resource this week, Using Technology with Classroom Instruction that Works, it is explained that students are using technologies such as spreadsheets, data collection tools, and web resources to make informed predictions, collecting data, analyzing data for patterns, and revising original hypotheses or coming up with new ones (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). How does this relate with the constructivist/constructionist learning styles? Constructivism and constructionism both involve each individual actively constructing his/her own meaning through experience (Laureate, 2008). The teacher is not telling students what to do but acts as a guide for students in case students become stuck as to why or how something works. Students are left to ask the questions themselves and to figure out how to solve it based on hands-on experience.
When students collect data, most questions are answered but then new questions are generated so students are constantly revising their hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I always think of science experiments when I think about collecting data, but us teachers do this everyday and sometimes we also have to revise our hypotheses based on our students. Each experience can allow more questions to generate and that is ok.
Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I agree that Science is typically the first thing people think of when talking about hypotheses. However, you are right that we use this strategy everyday in our classroom and in almost every subject area. I think you are also right about the fact that we have to assimilate and accomodate our original hypotheses in relation to our students and lessons on a regular basis as well.
ReplyDeleteOur brains are constantly collect data from everything we encounter. Our brain evaluates it based on our schema, and then pursues either assililation or accomodation. Your statement was an excellent example of how the constructionist theory occurs in many aspects of our lives.
ReplyDeleteMy question is how do we as educators maintain this pursuit of hypotheses in our students? It is fine to say that our brain wants to know but it isn't always that cut and dry. What you and I may find motivating to discover our students may not. How do we keep them asking those questions and testing their hypotheses? Is technology the answer?
Do you find it difficult to encourage your students to generate new questions? When I first began using these methods I was in a classroom with older children. To be honest, I was surprised at how excited they were to bring up new ideas and problems. When I started, I thought that they would see it as more work, but the older students really enjoyed being able to basically create their own lessons. For younger students, I am having to learn to adapt these methods of data collection and hypothese. I will be teaching third grade next year and am a little worried about their ability to participate in these types of lessons. Does anyone have any suggestions?
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