Generating and Testing Hypotheses

Constructionism is the theory that knowledge is not simply handed from teacher to student, but it is created by the learner while they are actively engaged in the creation of an artifact to share with others (Orey, 2001). What better way to engage the student then in solving a problem-based inquiry using hypotheses? As Pitler, Hubbell, and Kuhn stated (2012) students that are involved in creating hypotheses are engaged in complex mental processes which is what constructionism is striving towards for students.  The complex steps taken to create and test hypotheses are involved and challenge students at every turn.  For example, students would need to formulate questions, research and analyze data, perform experiments with the knowledge, and finally confirm or disprove the hypothesis. The research done to verify the hypothesis by the students is vital because the students themselves are doing the research and analyzing the information that they have found. The teacher is not spoon feeding information to the students in the form of a lecture or notes. The students are responsible for their education and are given the chance to form opinions and make their own decisions based on their personal experiences in life. This type of learning has meaning for students because they are fully vested and making decisions for themselves, not being told what to think (Orey, 2001). This is an important aspect of Constructionism because students learn best when there is more meaning for them.

Students participating in project-based learning have an advantage over students working independently on tests and quizzes. The social interaction among the team members is also very important for Constructionism (Orey, 2001). The partners are able to share ideas and understandings with each other. Furthermore, while working with their hypotheses students are also working on designing an artifact to showcase what they have learned and to teach others. Other students are able to follow the group's research and witness the testing of the hypothesis for themselves. Everyone will then gain the same knowledge but they will also be able to interpret that information differently based on their own personal experiences.

Any work that students can do that helps them work as teams using critical thinking to solve problems that are based on real-world scenarios is important and needed in schools today. Creating and testing hypotheses is one way to engage students and help them become active citizens ready to make a change in the world.

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

      (2nd ed.). Alexandria, VA: ASCD.