Developing and Implementing a Constructivist Learning Environment: Tranlating Theory into Practice Dr. Doug Yarger, Dr. Rex Thomas, Dr. Peter Boysen Iowa State UniversityAmes, Iowa Dr. Mary Marlino University Corporation for Atmospheric ResearchBoulder, Colorado

Background 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.

Background 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.

Background 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.

Challenge How 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 approach Employ greater integration of technology to better structure the learning experience and to provide management tools.

Role of Technology Taxonomy of computer supported learning applications Exploration Learner explores a model of the concept

Role of Technology Taxonomy of computer supported learning applications Information Learner receives information about a concept

Role of Technology Taxonomy of computer supported learning applications Reinforcement Learner practices using the concept

Role of Technology Taxonomy of computer supported learning applications Integration Learner applies concept in context

Role of Technology Taxonomy of computer supported learning applications Utility Learner uses computer applications to employ the concept

Example Unit: Adiabatic Processes ADIABATIC is a term for a process in which there is no net exchange of heat. Although adiabatic processes have no net heat change, this doesn’t mean that temperature is constant!!!!

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

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

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

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

Characteristics of adiabatic process Essential to understanding the subject (fundamental concept)

Characteristics of special topics Essential to understanding the subject (fundamental concept) Foreign to learner (new concept)

Characteristics of special topics Essential to understanding the subject (fundamental concept) Foreign to learner (new concept) Difficult to understand (complex)

Learning phases: Exploration MountainSim Teacher’s role Experience with student use of MountainSim Objectives

Learning phases: Exploration MountainSim

Learning phases: Exploration Teacher’s role –What effects do mountains have? –Demo use of simulation –Assign simulation tasks

Learning phases: Exploration Experiences 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: Exploration Objectives Task level Discipline level Metacognitive level

Learning phases: Exploration Objectives Task level Cause precipitation within target heights Cause targeted temperature increases

Learning phases: Exploration Objectives Discipline level Understand the saturation curve Understand adiabatic processes Appreciate the effects of mountains on weather Understand communication tools (e.g., graphs)

Learning phases: Exploration Objectives 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: Information Introduction to problem solving Classroom and Internet approaches

Learning phases: Information Introduction to problem solving (Classroom) Students discuss in small groups what they learned and how they approached learning it (Internet)

Learning phases: Information Introduction 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: Information Information transfer (Classroom) Presentation of the physics of adiabatic processes, and the relationships between the graphs and the phenomena (Internet)

Learning phases: Information Information 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: Reinforcement The concepts associated with air moving up a mountain can transferred to air moving over other air.

Learning phases: Integration Weather forecasting Utility

Management Software Forecasting submissions Automated grading and records Discussion groups Simulation traces

Conclusions 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

Conclusions 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.