This leads to the idea of project based learning (PBL) within the method of generating and testing hypotheses. In PBL students are the center of the learning process (Orey, 2001). There are a number of ways that generating and testing hypotheses may take shape in the classroom. Some of the web resources that were looked at in the course this week demonstrated how it may play out. One of the examples from this week (http://www.edutopia.org/start-pyramid) talked about a class that designed a new high school for the year 2050. This would definitely involved making some hypotheses and then proving them. For example, students would have to begin with ideas of how much the project would cost, what materials would be needed, or what resources would be needed in 2050. Then the students would have to investigate the facts and validate their hypotheses. All this was done in the framework of PBL in which the students created a rendering (this would be their authentic artifact) which was judged by a real life architect. This is one example, but the options for a real life encounter with learning in which the students work towards a product are endless. And whereas teachers were once limited to how many real life experiences they could create in the classroom, technology has opened a door that brings the real world into the classroom and allows students to explore learning in way that puts them in charge of the learning process while working on authentic issues and using real life situations.
It seems to me that PBL and generating and testing hypotheses are really inseperable. While the approaches may vary, the end goal is the same. Teachers want students to walk through the process of investigation and end up with a tangible product that demonstrates learning and understanding.
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and Constructivist
Theory. [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
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
I find the notion of testing hypotheses as being a crucial part of PBL interesting. This is more than likely due to the latitude it gives students in applying theory gathered through rote learning and applying it in scenarios. Similarly to science, it could also serve as highlighting the scientific nature of the arts and civics. For example, creating projects for how countries would act in a given situation and realize the affects through a website such as www.making-history.com.
ReplyDelete-Katie H.
Good post and I agree about the active learner idea being expanded by the constructionist theory which cites creating a project, etc. I learn well from projects, but I do not like working in groups. I wonder if certain learning styles are better served by individual work.
ReplyDeleteBryan,
ReplyDeleteYou said it man, PBL and hypothesis are nearly inseparable. What's the point of trying to construct something that we already understand inside and out? It certainly takes the educational element out of it, not to mention the fun. Way to be on target.
I love the idea you mentioned when you talked about project based learning. Its when students create a project and since they are hands on they are more in-tuned with their learning. Then at the same time they get the desired objective completed because they are testing their own hypothesis. I am also a science teacher and I have used project based learning as the main support for my classroom. Do you do project based assessments as well? Where students receive an assessment that they have to build and show their skills at once.
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