Constructivism is both cognitive and social. This lesson provided multiple representations of reality, without over simplification of the complexity of a real-life problem. There was an emphasis on knowledge for the use of construction rather than a reproduction of information. The tasks were meaningful and had a predetermined sequence of instructions. Additionally, it encouraged thoughtful reflection on personal experience as well as new found information. Finally, it supported collaborative construction through social negotiation and compromise, rather than competition for recognition.
You could apply this activity to science using new vocabulary to describe force, inertia, and gravity demonstrated in this activity. Math could be incorporated by simply recording successes and failures to solve for accuracy percentages. This activity leaves many technology options open with numerous videos to introduce the lesson and the possibility of creating a video to document the group efforts and results.
Each element presented in this lesson carry some type of constructivist characteristics. Supplementary activities and concepts would only enhance the cognitive and social aspects of constructivism. The scientific vocabulary is directly related to real life. Applying the knowledge of new vocabulary to create the “roller coaster” presents the aspect of producing something using understanding and comprehension. The operations of recording data, use of tally marks, and solving for percentages meaningful tasks that can and will be used in real word settings. Recording a visual document of this project allows the opportunity for thoughtful reflection on this experience. Combined, these elements, further the possibility for enhanced social interaction and cooperative learning in order to assemble something together.
No comments:
Post a Comment