Constructionism and Self Inquiry

Teaching high school physics in a vocational high school demands a "student hands-on" approach. My kids by nature tend to be "doers' more than "theorists" and as soon as I complete my 15 minute lecture, they are ready to try and prove the theory wrong or right. Therefore, it is understood that constructionism is a necessary tool in my educational arsenal. But, if "Contructionist Theory" , sounds familiar, it is because you may have heard it before under the name "Inquiry Based Learning". From "Concept to Classroom" (see URL below):

"The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals."

Contructionist Theory also emphasizes a scaffolding approach. A building of a foundation before worrying about the roof. Therefore, the theory is as much a teaching of a logical approach to a problem as it is seeking a solution to a particular problem using the latest and greatest tools. In fact, we must not focus on the tool themselves, but we must teach that there may be solutions using a variety of tools, old and new. Focusing on MS Excel in 2010, as an example, might be as useless as focusing on the slide rule in 1970. Today's tools will pass as they are replaced by new tools, but the logical approach to a problem is timeless. That's the "take home lesson" I hope I am teaching my kids.

In my class we perform a great end of the year lab. The classic "Egg Drop Lab". Armed with momentum and impulse theory, my kids must drop an egg from a second story window without harming said egg. They are given: a zip lock bag; three straws; a sheet of newspaper; a meter of string; and a empty egg carton. Working as teams, they can construct whatever they choose with the material and they can perform as many dry run experiments as they would like in the 100 minute double period, but when they are ready, there is only one egg that must survive. Finally, the kids must note all iterations of their constructions as an engineer would document his theories and success/failures in a lab book. They must also theorize why their design failed and what they would do differently. They must scaffold….construct, a solution using any tools available. For the most part, they enjoy the exercise and as a result construct great solutions just as are readings predict they might. But, as with all “pros” we must guard against the “cons”. With diversity and inclusion, we are dealing with a wide range of abilities. When we allow are kids to work as teams and use either “self inquiry” or teamed “Constructionism”, there will be those who do enjoy the task at hand and those that would still rather be elsewhere. Without careful monitoring, there will be leaders and followers and others merely along for the ride.

Finally, I have been experimenting with voice threads as a tool to assist home- bound student and parents attempting to assist their kids. The attached is not a final version. I am still trying to get use to the program. But,I would still like yor feedback. Remember, it is not intended to be a lesson, but to augment a lesson. http://voicethread.com/#q.b875224.i4660550

Concept to Classroom
http://www.thirteen.org/edonline/concept2class/index.html