With the emphasis on creating a student-centered learning environment in today’s classroom, the use of constructivist/constructionist learning theories have a pivotal role in achieving this goal. In an effort to provide students with real-world experiences and to solve realistic dilemmas educators provide learners with problem-based learning (Glazer, 2001) and an opportunity to actively engage them in creating or designing artifacts (Han & Bhattacharya, 2001; Laureate, 2011) to enhance their learning.
The use of generating and testing hypotheses correlates with the principles of constructivist/constructionist learning theories as they “engage students in complex mental processes, applying content knowledge and enhance understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In the course text, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn & Malenoski (2007) suggested that these educational technologies can enhance the practice of generating and testing hypotheses – spreadsheet software as an interactive tool, data collection tools which acts as a cycle of inquiry, and finally web resources (gaming software/simulation) which provide simulated scenarios and interactive experiences that allow students to be engaged in project-based, problem-based, or inquiry-based learning in the classroom.
These educational technologies definitely correlate with the instructional strategy – generating and testing hypotheses – and the constructivist/constructionist learning theories.
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 26, 2012, from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 26, 2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (2011). Constructionist and constructivist learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Mindy
ReplyDeleteLet me respond to this. I played a game called Baby Jeopardy with my senior nursing students. it is played just like the regular game Jeopardy. I have 2 sides, and it is a collaborative effort in coming up with the answer. They have 5 categories, and 2 double jeopardy. They have so much fun and learning at the same time. I am helping students to increase content knowledge in maternity, enhanced critical thinking skill and gain confidence. The students loved this game so much , they study in groups and do baby jeopardy as a strategy to enhance their knowledge for exams.
I totally agree with you that educational games help to enhance students learning and make learning more meaningful. I also think that the game simulations help students to apply their knowledge obtained from the normal tutorials.
DeleteMindy, I love using simulated games in the classroom. I believe that an emphasis on being a learning tool to students and linking the simulated game to students’ learning experiences they would not think that if it’s not fun they won’t do it.
ReplyDeleteI have students who told me in business class that they want to own their own business. Once I introduced them to the GoVenture simulated business where they are required to setup and operate their own business (ordering products, employing workers, setting work schedule, etc.). after one session of this simulated game, some of these students changed their mind of becoming an entrepreneur commenting that they didn’t know owning and operating a business was so much work and they don’t think they could deal with what was involved; (the game simulation also record stress level during the operation).
Yes, they have fun playing the educational games but they learn in the process and this learning stays with the students more than teachers telling them what to expect.