Podcast Interview

Thursday, March 24, 2011

Constructivism and Constructionism Learning Theories

When reviewing this week’s resources I thought it was interesting to hear about Michael Orey’s explanation on how people interpret the things they see. They just don’t hear the word and automatically understand what they are hearing but they picture an image of what the word is and store that mental image. Both of these different theories are student driven and involve them being active learners. In constructionism, students will complete an artifact to share with others (Laureate Education, Inc., 2010). This is from the word construction. Students are helping in creating and guiding their own learning.
A good example I believe for constructionist learning would be any type of problem solving activity. Whether it is a math equation or any type of experiment, during an experiment you are making a hypothesis to what will happen you are testing the experiment then concluding your question with your data. This is all constructed by the students and they are guiding all learning.
It is even better when you can include technology into these experiments. You can do this by making a PowerPoint presentation. A PowerPoint presentation that goes a long with a type of experiment you are doing is a great way to not only get yourself involved and more engaged in the activity but also peers if it is group work. With these two theories our students are allowing themselves to grow as students. They are in charge of the things they are doing for a long term outcome that will be beneficial for them to tackle each of these different learning theories so they have experience to each different type.
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page


  1. Students ask a lot of questions in class. Forming hypotheses and finding the answers themselves will be memorable to them. This is a great way to make the classroom more student centered. The teacher can faciliate while the students control their learning. In my math classes, I hope to start having students develop hypotheses and produce a product after doing research. That product can be almost anything but incorporating the use of technology is very helpful.

  2. In my experience as a health technology teacher, I actually find PowerPoint to be difficult to work with i working on a group project. I've had students lose work or not be able to get together or get in touch with their other group members. This causes the project to take longer and I think when there isn't a flow to the learning and progress students start to lose interest. Since I have come across this problem many times, I have started to use Google Presentations. Have you ever used it?