Wednesday, November 21, 2012

Formulating and testing hypotheses



                Constructionism is focused on having students create something during their learning process (Orey, 2001). For the project based learning and problem based learning strategies a major aspect of this is attempting to answer an elaborate question. In order to answer this question students need to determine what they think is the solution and then design some way to prove that, another name for this process is formulating hypotheses and testing them (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Pitler et al (2007) suggested using data collection tools to test hypotheses, as a chemistry teacher I have my students use probes on a regular basis. Data collection tools are excellent for students to test their hypotheses because it allows the student to see the analysis in real time. For instance, during a pH lab the students use a probe to test the pH of household solutions and what happens to the pH when some of those chemicals are mixed. The students can see the pH change as it is happening due to the data collection probe, whereas without the probe they would have to complete the calculations later and see the relationships acids and bases have when combined.  What these tools allow the students to do is to verify their hypotheses in real time so that they can adjust their thoughts immediately rather than having time for the students to learn misconceptions.
                Formulating and testing hypotheses is essential for students to understand how to solve problems. In formulating a hypothesis, the students are demonstrating their critical thinking skills. In problem based learning, the students need to formulate a hypothesis in the beginning so that they have a direction to work in while attempting to solve the problem (Orey, 2001). During the construction of their artifact or their work towards their solution they are testing their hypotheses, this is another crucial aspect of project based and problem based learning. In testing their hypotheses, the students are verifying or rejecting their thought about a problem. Verifying or rejecting thoughts is in essence learning, and that is the whole point behind the educational process. Another tool that Pitler et al (2007) suggested to use for the testing of hypotheses was web resources. By using web resources the students can research the questions they formulated, they can use virtual experiments and experiences to gather information about the questions they have formulated, or they can video conference with professionals to gather information (Pitler et al, 2007).
                No matter the situation, students participating in project based or problem based learning will need to formulate and test hypotheses. Technology can assist the students greatly in this process. If the goal is to have students learn, project based and problem based scenarios are great strategies because they push the students to think deeply about concepts and the concepts are not isolated but intertwined. If the questions are at the level they should be, students will need to connect concepts through multiple subject matters in order to solve the problem and technology should be integrated into this process to assist the students on their intellectual journey.
Here is a wiki page about testing hypotheses and web resources to assist in the endeavor http://technologythatworks.wikispaces.com/Generating+and+Testing+Hypotheses
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.


5 comments:

  1. I think you make an excellent point. Concepts are connected across content areas and we cannot teach them in an isolated way. Using a constructionist approach by way of project based, inquiry based, or problem based learning allows students to synthesize information from all areas of their education and apply it in a meaningful way.
    Tiffany

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  2. Tiffany,
    I agree that it is essential to have the concepts taught in concert, rather than in isolation. When students need to utilize the information outside of school it will not be compartmentalized by subject matter, so the students need to begin practicing using knowledge in a non- compartmentalized manner so that they know what to do outside of school.

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  3. Richard,

    Enjoyed reading your post mainly because it triggered a memory in my long-term section. In high school out Chemistry teacher bought a seven liquids to class and had the class test there density to see how they can be poured in a beaker without mixing. The key is they had to be placed on top of each in a specific order. This was before the internet so the experiment was one that I will always remember but I can not remember the liquids. Have you heard of this experiment before?

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  4. I liked what everyone was saying about making sure concepts are taught together so more connections can be made. Having them create something forces students to really see the connections. Being a chemistry teacher is nice because you use Constructionism all the time without probably realizing it! Great post!

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  5. RIchard, I agree that project-based learning activities naturally encourage students to develop problem-solving and collaboration techniques. They offer authentic learning opportunities and give students a chance to see themselves making a difference. Thanks for the wikispaces resource - this is a great site!

    Caroline

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