The constructivist theory is based on one’s schema and experiences. It is about making connections and linking information. Generating and testing hypothesis strategy relates to the constructivist learning theory in that students need scaffolding to help them organize the information (Pitler, 2012). Graphic organizers help students not only organize information but also to link information, so a good instructional strategy that is related to the constructivist is a graphic organizer. The generating and testing hypothesis moves beyond the constructivist theory as students problem solve their way into the constructionist theory.
Constructionist theory focuses on providing a learning experience where students investigate, create and solve problems (Orey, 2001); it moves beyond obtaining information. Orey (Laureate Education, n.d.-e) stresses the importance of teachers using the constructionist theory in order for students to move into higher order thinking. An important strategy to use with constructionist theory is to let students know where they are headed as they work on inquiry-based, problem-based, and project-based projects (Orey, 2001). Rubrics and learning objectives are needed to accomplish this.
Generating and testing hypotheses engages students in problem solving as they test and re-test their hypothesis (Pitler, 2012). Pitler also stresses the roll that technology can play in generating and testing hypothesis. The constructionist theory includes students building something in order to share what they have learned, so once again technology tools will help teachers accomplish this learning goal with their students (Laureate Education, n.d.-e).
References
Laureate Education (Producer). (n.d.-e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: AS
The Library: the Crossroads of Curriculum and Technology 
Hi,
I think you certainly provide a thorough, concrete synopsis of the constructivism and constructionism learning theories. Also, I certainly agree that problem-based, inquiry-based, and project-based approaches are awesome and students really remember and retain a lot of information during these. What grade level and subject do you teach and have you been successful in implementing them in your classroom? If so, I would be very curious to know how as I’m always looking for new ideas! Thanks!
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I work in a high school that has grades 10-12. I’m a teacher-librarian so I work with all subject matters as a co-teacher. I’ve been working closely with a 10th grade team of teachers that teach science, E.L.A. and History. My favorite unit of inquiry based learning that we’ve done this year was in February, and the unit was based on the Civil Rights Movement. We gave students a choice of five essential questions to choose from to research and construct a presentation on what they found and discovered. Google Classroom was used as the main technology tool for this project. It was a powerful unit that the history and E.L.A. teachers and myself worked with the students on. I know that each of the teachers and myself learned from the students’ presentation. The students questioning and research was more powerful than any classroom lecture could every be.
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Hi, As a read your excellent post, one area that you mentioned was the use of rubrics for students to “see where they are going”. This is so true. I started off several years ago with using the “Design Thinking” platform of project based learning. The kids love this as they come up with an empathy piece in their school, community, etc. and then have to task in groups to solve the problem they have identified. One area that was weak was not enough structure for students. Rubrics have become a great piece of the project as it gives a clear expectation that the group has to adhere to. Also, I use peer student evaluation sheets to hold accountability. Here is a link I use often: http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf
Thanks,
Mike
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