Integrating Hypotheses and Constructionism

Generating and testing hypotheses is often thought of as something done only in science classrooms, but this is not necessarily the case. People generate and test hypotheses many times everyday and do not even think about it. In order to be good problems solvers, students must learn how to create valid hypotheses and then find efficient ways of testing them. Technology allows students to do just that.

In my science classroom, students often do measurements using probeware that uploads directly to a laptop computer. The students then use software to create tables and graphs of the data to help them draw conclusions about the hypothesis that they have tested. By using the technology, instead of just measuring and graphing by hand, the students get experience dealing with computers that will be valuable as they go to college and enter the work force. It is also a much more efficient use of time. Many of the tedious and repetitious tasks that students used to have to complete on their own can now be done in seconds using computers.

Another way that science students can create and test hypotheses is to pick a controversial issue and make a stand. The students could make a stand based on what they already know. When they do this, they are creating a hypothesis. The could then research the topic to test whether they have a valid hypothesis and then present their findings to the class. Not only are they questioning their current beliefs and testing them, but they are also engaging in constructionism. By creating an artifact to show what they have learned, the students will be better able to remember.

Cognitive Learning Theories

Cognitive learning theories have a strong foundation in making connections in one's brain to help recall information. Information is not lost, it is just inaccesible because it does not have a strong connection in the brain. In order to better recall information, an individual must make strong connections to other things that are already understood. It is much easier to explain the anatomy of a wolf to a student if he or she has been to the zoo and actually seen a wolf. The student will be able to recall the smells, visual cues, and other sensory data from the day that they saw the wolf at the zoo. If they have not seen an actual wolf, it would be helpful to explain how it might be similar to a dog, which they have seen. This would be a perfect example of how episodic information gets into one's long term memory.

Today I had a substitute for my classes because I attended a workshop on groundwater in the state of Wisconsin. The workshop was informational but was mostly intended to teach us how to use models that we had received after applying for a grant. The model is an excellent example of using connections to explain how groundwater systems work. The students are unable take actual cross sections of the earth and watch chemicals as they flow through a water system, but they can see it using the model and dyes. By seeing the flow of water the students will be able to make much more concrete connections when we discuss the water cycle. Another way to help students understand the water cycle is by using technology. Three dimensional images on powerpoints can help students visualize something that would otherwise be very confusing.

Concept mapping is an outstanding method for helping students understand and comprehend information. I currently use weekly assignments that require students to make concept maps because they force students to make connections in their brain and then put those connections on paper. I have yet to do the application for this week and make concept maps using the technology resources, but I can see how they would be quite useful. Instead of having to scan students concept maps into the computer or make copies of them to share with other students, they will already be in an electronic format. I will be able to pull them up quickly to use on the projector. It will also be a skill that will be valuable for students that go into many different fields.

Behaviorism in Practice

Effort is the most important part of student learning. Intelligence is very important as well, but regardless of how intelligent a student is, their effort will determine how much they learn. All students will learn much more when they put effort into that which they are learning. It is the role of the teacher to use all accessible resources to try and enhance the effort put forth by the students. Technology can be a very effective tool in motivating students to do well.

The school in which I teach has an online gradebook. It is an extremely valuable use of technology because it helps students track their grades which almost always correlate with the amount of effort that they are putting into the class. It helps to involve parents becuase the parents have up to the minute information about whether their student is completing assignments and how well they are performing. If grades go up or down, parents know right away.

Homework and practice are an important part of students learning new concepts. It is certainly not the only thing that should be used when exploring new concepts, but it is a great way to help students reinforce what is being learned in class. I have a few interactive programs at my disposal and find them very effective. I use pen and paper assignments as well. I think that regardless of how assignments are completed, they are effective. Technology allows students to see pictures and videos that help them to understand and remember what is being learned. A well set homework policy and providing a clear purpose of the assignments are important so that students put effort into completing them.