Constructivist Models
Driver’s (Matthews, 1994) Constructivist Instructional Model (CIM) with enhancements from White & Gunstone’s (1982) Predict-Observe-Explain (POE), and Posner et al.’s, (1982) Conceptual Change (CCM) models, primarily informs the design of this lesson, along with key aspects of the constructivist-learning environment articulated by Jonassen’s (n.d).
Constructivist Strategies
The overall unit utilizes the constructivist strategy of project-based learning. This specific lesson is a short-term WebQuest (Dodge, 1997), which allows students to wrestle with and make sense of information. As part of a greater project-based strategy, the WebQuest will become long-term (Dodge, 1997), allowing students to refine and demonstrate an understanding of their knowledge through an artifact that elicits a response from others. The artifact creation is not part of this lesson, and therefore the main application of the POE, “new understanding should be reinforced through practice problems, questions and activities” will occur later.
Previous Iterations
In the past I have given my students WebQuests to help them construct knowledge, however this lesson is only based on the idea of a previous “Dangerous Storms” WebQuest. Everything about it is completely different. This course in constructivism has provide me with a framework (Driver’s in Matthews, 1994) to construct meaningful lessons. One of the main differences is the connection to the students’ real world (typhoons as an actual local phenomena). A second major difference is the provision of space for reflection on knowledge and learning, and the opportunity to go back and clarify or consider previous knowledge. Finally, this lesson is collaborative, with students having to not just find knowledge, but manipulate it together in a collaborative space. While my previous lesson used technology for the actual WebQuest, this one has technology integrated into every aspect and the resources provided are real, representing the work of scientists who could be contacted for more information should the students want to engage this way.
I believe the unit/lesson offers the following basic tenets of a constructivist- learning environment:
- Technology based
- Project based
- Real world
- Requires active engagement
- Motivating and appealing
- Collaborative
- Examines previous knowledge
- Provides new knowledge
- Offers opportunity for reflection on knowledge and the learning process
The following chart identifies the presence of CIM, CCM, and POE within the lesson.