Developing and Implementing a Constructivist Learning Environment: Tranlating Theory into Practice...

Developing and Implementing a Developing and Implementing a Constructivist Learning Constructivist Learning Environment: Tranlating Theory Environment: Tranlating Theory into Practiceinto Practice

Dr. Doug Yarger, Dr. Rex Thomas, Dr. Peter BoysenIowa State University Ames, Iowa

Dr. Mary MarlinoUniversity Corporation for Atmospheric Research Boulder, Colorado

BackgroundBackground

The goals of education have changed:– Memorization of facts is publicized as

being less important than developing skills for problem solving and life long learning

For the past 30 years, education has been experiencing a revolution.

BackgroundBackground

Our understanding of learning has increased:– Theory and evidence are favoring a

knowledge construction model over the information transmission model

For the past 30 years, education has been experiencing a revolution.

BackgroundBackground

Technology is increasing in capability and availability:– School computers are more common– Internet access is more widespread– Java has made instructional software more practical

For the past 30 years, education has been experiencing a revolution.

ChallengeChallengeHow can educators use the new

knowledge about learning to realize the emerging goals of education for all class sizes and diverse and dispersed learners?

One approachOne approachEmploy greater integration of

technology to better structure the learning experience and to provide management tools.

Role of TechnologyRole of TechnologyTaxonomy of computer supported

learning applicationsExploration• Learner explores a model of the

concept

Role of TechnologyRole of TechnologyTaxonomy of computer supported

learning applicationsInformation• Learner receives information

about a concept

Role of TechnologyRole of TechnologyTaxonomy of computer supported

learning applicationsReinforcement• Learner practices using the

concept

Role of TechnologyRole of TechnologyTaxonomy of computer supported

learning applicationsIntegration• Learner applies concept in context

Role of TechnologyRole of TechnologyTaxonomy of computer supported

learning applicationsUtility• Learner uses computer applications

to employ the concept

Example Unit: Adiabatic ProcessesExample Unit: Adiabatic Processes

ADIABATIC is a term for a process in ADIABATIC is a term for a process in which there is no net exchange of heat.which there is no net exchange of heat.

Although adiabatic processes have no Although adiabatic processes have no net heat change, this doesn’t mean thatnet heat change, this doesn’t mean thattemperature is constant!!!!temperature is constant!!!!

AirAirparcelparcel

An air parcel, like a balloon, An air parcel, like a balloon, expands as it moves upward in expands as it moves upward in the atmosphere.the atmosphere.

AirAirparcelparcel

It takes energy for the air molecules It takes energy for the air molecules in the parcel to move the existing air in the parcel to move the existing air molecules out of the way. Where molecules out of the way. Where does the energy come from?does the energy come from?

AirAirparcelparcel

We know that it can’t be conduction We know that it can’t be conduction or radiation from outside sources. or radiation from outside sources. These are too slow. What is left?These are too slow. What is left?

AirAirparcelparcel

Answer - From the air itself. Answer - From the air itself. When When the parcel molecules push away the the parcel molecules push away the outside air they give up energy. So they outside air they give up energy. So they slow down and air is cooler!slow down and air is cooler!

Characteristics of adiabatic processCharacteristics of adiabatic processEssential to understanding the

subject (fundamental concept)

Characteristics of special topicsCharacteristics of special topicsEssential to understanding the

subject (fundamental concept)Foreign to learner (new concept)

Characteristics of special topicsCharacteristics of special topicsEssential to understanding the

subject (fundamental concept)Foreign to learner (new concept)Difficult to understand (complex)

Learning phases: ExplorationLearning phases: ExplorationMountainSimTeacher’s roleExperience with student use of

MountainSimObjectives

Learning phases: ExplorationLearning phases: ExplorationMountainSim

Learning phases: ExplorationLearning phases: ExplorationTeacher’s role

– What effects do mountains have?– Demo use of simulation– Assign simulation tasks

Learning phases: ExplorationLearning phases: ExplorationExperiences with use of MountainSim

showed students:– used poor problem solving strategies– had weak learning strategies– asked shallow questions– were poor at making observations

Learning phases: ExplorationLearning phases: ExplorationObjectives

Task levelDiscipline levelMetacognitive level

Learning phases: ExplorationLearning phases: ExplorationObjectives

Task level• Cause precipitation within target heights• Cause targeted temperature increases

Learning phases: ExplorationLearning phases: ExplorationObjectives

Discipline level• Understand the saturation curve• Understand adiabatic processes• Appreciate the effects of mountains on weather• Understand communication tools (e.g., graphs)

Learning phases: ExplorationLearning phases: ExplorationObjectives

Metacognitive level• Identify the problem to be solved• Learn to control and test variables• Learn importance of accurate observation and recording• Learn role and importance of reflection

Learning phases: InformationLearning phases: InformationIntroduction to problem solving

Classroom and Internet approaches

Learning phases: InformationLearning phases: InformationIntroduction to problem solving

(Classroom) Students discuss in small groups what they learned and how they approached learning it(Internet)

Learning phases: InformationLearning phases: InformationIntroduction to problem solving

(Classroom) Students discuss in small groups what they learned and how they approached learning it(Internet) Focused discussion groups address the same topics

Learning phases: InformationLearning phases: InformationInformation transfer

(Classroom) Presentation of the physics of adiabatic processes, and the relationships between the graphs and the phenomena(Internet)

Learning phases: InformationLearning phases: InformationInformation transfer

(Classroom) Presentation of the physics of adiabatic processes, and the relationships between the graphs and the phenomena(Internet) Various text, video and audio media address the same topics

Learning phases: ReinforcementLearning phases: ReinforcementThe concepts associated with air moving

up a mountain can transferred to air moving over other air.

Learning phases: IntegrationLearning phases: IntegrationWeather forecasting

Utility

Management SoftwareManagement Software

Forecasting submissionsAutomated grading and recordsDiscussion groupsSimulation traces

ConclusionsConclusions Summary of activities

– Exploration of the concept– Information related to exploration– Reinforcement of concepts– Integration in authentic setting

Why technology?– Stronger course objectives

• Computer addresses low level objectives• Teacher can address higher level objectives

– Individualized learning opportunities– Student directed

ConclusionsConclusions In the adiabatic unit we have demonstrated

an application of modern learning theory to address the emerging goals of education. By using technology we have shown how this model can accommodate all class sizes and how it can be adapted for distance education.