After reading the chapter in Using Technology with Classroom Instruction that Works book I discovered some great examples to use in my science classroom, but also found many ways in which, “Generating and Testing Hypotheses” share common themes with the constructivism theory (Pitler, Hubbell, Kuhn and Malenoski, 2007).
There are many kinds of generating and testing hypotheses, but the one that stuck out to me most of all was the experimental inquiry section because I am 5th grade teacher solely responsible for teaching all the students the science curriculum. My days are filled with science phenomenon explanations and inquiry tasks. Many students struggle not with the questioning and hypothesis part of inquiry, but with the conclusion writing section and pairing it with their data. One way in which the book talks about producing data tables and graphs is by using spreadsheet software, like Excel (Pitler, Hubbell, Kuhn and Malenoski, 2007). One of the biggest projects that my students will prepare this year is a science board for our school’s science fair. This idea of creating a science board goes along perfectly with the constructivism model that says students need to create an artifact (Laureate Education, Inc., 2011). Our school’s science fair will also be part of the Super Science Symposium that our PTA puts on towards the end of the year. At this event we have volunteers from the community come in for a night to go over different science concepts with all of our students and their families. One of the ideas that I have for this year is to have the 5th grade students present their science boards to other students and their families as part of the final project requirements. This way, students will not only create an artifact, but also have to talk about it and answer questions about it to other students and their families. These science boards will contain printouts and graphs that the students make on the computer based on their results and data. In this one project students have learned many valuable lessons about creating and showcasing their knowledge in an organized manner.
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.