Constructivism is an idea that is based on students molding
and creating their own knowledge through experiences. One way to help students do this is to have
them generate and test their own hypotheses (Pitler, Hubbell, & Kuhn, 2012 ). Having students test their own hypotheses is
an excellent way to provide memorable experiences for students that will fit
into their episodic memory. As learners,
we can all easily understand this idea—we know that our learning is deeper and
more long-lasting for us when we can create our own experiences, as opposed to
listening to a lecture or simply reading out of a textbook.
Pitler, Hubbell, and Kuhn (2012) explain that there are some
very helpful technologies that can help allow students to create and test their
hypotheses. One helpful technology is Microsoft
Excel, which can help students explore a variety of number problems without
having to go through the tedious task of a long list of computations (Pitler,
Hubbell, & Kuhn, 2012). This gives
students an opportunity to test out a variety of variables and play with the
data in order to see what would happen in a large number of scenarios. This tool also allows for students to test a
larger number of hypotheses and variables than they would have been able to
conceivably do if they had to perform all of the calculations. I can see this being very helpful in my
classroom as we go through our math curriculum, which requires students to calculate
past populations of states and relative population of minorities, and then
compare that to current populations of states and their relative population of
minorities. These calculations are
cumbersome for most students, and after each student has practiced the
algorithm by completing a few of these problems, I would prefer to use
Microsoft Excel software to allow my class to dig more deeply into a historical
and mathematical analysis of the data, instead of spending the whole lesson
practicing a rudimentary skill that does not require critical thinking.
Another idea for using technology is finding a variety of
WebQuests, which allow students to experience different scenarios, manipulate
variables, and provides an opportunity for students to make a personal
connection with what they are learning. Some
of these WebQuests are lengthy simulations on the Internet, while others are
web-based, but also provide students and teachers with resources to do in-class
activities. One website that provides
materials for WebQuests is this one (Webquest Design Patterns, 2013),
which provides a variety of activities on several different topics, which could
be adapted for use with many different age groups. The WebQuests created on this site provide
students with all the necessary materials and information in order to do their
own research, evaluation, and web-based project. These projects allow students to have a
greater degree of independence in their learning than many traditional,
school-based projects allow for.
What kinds of WebQuests have you used with your
students? Or, what other kinds of
resources do you use to help your students generate and test their own
hypotheses about a topic?
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Webquest design patterns. (2013). Retrieved from http://webquest.sdsu.edu/designpatterns/all.htm
Hello Sarah,
ReplyDeleteI agree with you that for many learners, when knowledge is created through meaningful experiences it has a lasting effect. Even for learners who benefit from lecture and reading, I feel that learning is best acquired through active participation in student centered classrooms. If a teacher were to use lectures and reading out of a text, these lessons need to include a variety of activities to enhance these teaching and learning strategies, and the lecture needs to be presented in an active or interesting manner, with numerous visual representations of the content being described, and numerous opportunities for students to discuss what is being presented.
Technology can be very helpful for creating meaningful learning experiences, and when tools such as spreadsheets are used, it can be very effective when students need to generate and test hypotheses. I think you make a good point that it is important for students to practice the algorithm before allowing technology to do the work for them. It is important to save time by allowing students to use these tools to perform calculations, but it is also important that students do not learn to rely on these tools too often, because they may eventually forget how to do these calculations themselves.
Additionally, teaching the students how to set up their own spreadsheets would be a valuable endeavor. Pitler, Hubbell, & Kuhn (2012) have suggested that teaching students how to set up spreadsheets is a valuable technology skill for students to learn, however, many content area teachers do not have the time to teach these skills. This skill is valuable for lifelong learning, as it can be used to calculate data from many different contexts. Outside of an educational setting, students will not have spreadsheets set up for them, learning this skill early on can make their lives easier, and would allow students to explore a variety of data functions outside of what is provided for them to use in the classroom.
WebQuests also seem to be a great tool for generating and testing hypotheses. According to Glazer (2001) within a WebQuest the teachers may often provide numerous resources for students to explore in order to gather data and knowledge to support their perspectives and to find a solution to a problem or a question. Although WebQuests may scaffold the learning process for students, it is important that students are allowed freedom to build their own knowledge and to engage in the process without limitations to their creative expressions.
I have not used WebQuests in my classroom yet, but I intend to do so. We are only two months into the school year and I have just begun teaching at this new school, so I intend to do much more with my students down the road. The strategies and tools that I have used for generating and testing hypotheses so far have only been organizing and brainstorming software, as well as class discussion. Before watching a video or reading a phonics focus book, I have my students predict what they will see within the video or book by looking at the cover picture and title.
I think that generating and testing hypotheses is a great strategy for students to engage in. The resources and tools that I have discovered so far will go a long way in my teaching practice in Thailand and will someday be applied to new horizons. I can only hope that as I discover all of my students’ talents and interests, that I can use strategies such as generating and testing hypotheses to make learning more enjoyable and meaningful to my students. I hope that the same can be applied to your students and that you have great success in these practices as well.
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 21, 2013, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Hi Brett,
ReplyDeleteI love your idea of teaching students to set up their own formulas for solving complex problems. I think this is a great idea and next step for me. Currently, my skills in Excel are somewhat minimal, so I am going to have to spend some time figuring out how to make these formulas on my own before attempting to try to teach my students how to do them. I completely agree that this would help to give students a sense of independence and is a very useful life skill to help my students to develop. Thank you for sharing!
Sarah
Sarah,
ReplyDeleteI have not used Webquests yet, keyword yet. I have had students test hypotheses in mathematics class by using guided discoveries. For example, I have had students either in whole group or small groups to find how many cones with same height and area of base of a cylinder prisms) discovery of sides forming a triangle, and proving Pythagorean Theorem.
I have used excel, but I find that using the graphing calculator is even more useful in mathematics to interpret and use data in a more sufficient way.
Thanks for sharing,
Nicole