APP4 - EDUC 6711
This week we explored the instructional strategy "Generating and Testing Hypothesis" and how it correlates to constructivist/constructionist learning theories. This strategy is ideal for utilizing technology in student-centered instruction that taps into multiple intelligences.
Constructivist believe that knowledge is built by the learner and constructionism theory expands the constructivist perspective further with emphasis on the learner actually building an external artifact that can be shared with others (Orey, 2001). "Generating and Testing Hypothesis" is an instructional strategy that engages students "in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). Educational technology can make a significant contribution to the success of students working to "Generate and Test Hypothesis" that will result in, or involve, the production of an external artifact that can be shared with others.
"Generating and Testing Hypothesis" involves task such as system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Each of these task can be time consuming, labor intensive and subject to mistakes. Tools such as spreadsheet software, data collection and Web resources can minimize the above mentioned problems when executing these task.
The use of educational technology to "Generate and Test Hypothesis" is an excellent catalyst for incorporating mutiple intelligence theory in a classroom that is student-centered and focused on learning. According to Dr. Wolfe brain research has shifted the focus from teaching to learning (Laureate Education, Inc., 2008) and the constructionist point of view is that learning is best achieved when students produce external artifacts that can be shared.
References
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: 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
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Post Comments (Atom)
Richard,
ReplyDeleteI agree with you that using technology to "generate and test hypoteses" is a great way to incorporate the multiple intelligences into the classroom. It is so important that we vary instruction to meet the needs of all students, and this is a great way to do just that!
Sally