1. 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

2. 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.

3. 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.

4. 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.

5. 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?

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

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

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

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

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

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

12. 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!!!!

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

14. 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?

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

16. 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!

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

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

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

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

21. Learning phases: Exploration MountainSim

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

23. 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

24. Learning phases: Exploration Objectives Task level Discipline level Metacognitive level

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

26. 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)

27. 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

28. Learning phases: Information Introduction to problem solving Classroom and Internet approaches

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

30. 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

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

32. 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

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

34. Learning phases: Integration Weather forecasting Utility

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

36. 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

37. 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.