Running head: CONSTRUCTIVISM AND E-LEARNING 1

Assignment 3: Constructivism and E-Learning

ETEC 530 – University of British Columbia
Meghan McMillen
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Part A – Lesson Content

Why Inquiry?

Learning through inquiry provides students with the opportunity to construct their own

knowledge through exploration, collaboration using authentic learning tasks (Buchanan, Harlan,

Bruce, & Edwards, 2016). As a teacher-librarian, I work cooperatively with many staff members

to create units of research and inquiry for students. According to Branch (2003), inquiry based

learning is “a process where students formulate questions, investigate widely, and then create

new knowledge” (p. 6). I have witnessed first-hand the positive impact inquiry-based learning

has on student engagement and learning. Inquiry based learning (IBL) helps students to develop

their critical thinking and problem-solving skills, which in turn will better prepare them for

future learning. IBL and the development of critical thinking skills is interwoven into the new

BC curriculum, and it is important for students to begin developing these skills as soon as

possible (British Columbia Ministry of Education, 2016). Creating opportunities for inquiry is a

fundamental part of my teaching practice. I relish the opportunity to engage students in authentic

learning and support them in their development of deep, adaptable, skills and abilities. Students

from very young age can benefit greatly from inquiry-based learning (Buchanan et al., 2016).

The lesson plan I have shared is for Grade 1 students. It is a guided inquiry focusing in

animal adaptations. The content of the lesson is cross-curricular and incorporates aspects of the

Humanities and Science subject areas. Inquiry based learning lends itself well to diverse

learning needs as student outcomes and assessment can be modified and adapted both in

assessment and outcomes. The lesson plan included is part of a larger Science unit on animals,

the local environment, and First Peoples principles of learning. The lesson incorporates many

constructivist strategies for learning. The lesson is student-centered, collaborative, active, and
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reflective in its content. Using these strategies, students are able to connect more authentically

with their learning and transfer the new skills and abilities to other areas of their learning journey

(Bacon & Matthews, 2014).

Knowledge & Inquiry

In reflecting on the course learnings, I wondered, “how does inquiry fit with the

attainment of knowledge and individual belief systems?” At the very basic level, knowledge is

the acquisition of information through justified, true belief (Pritchard, 2014). The focus of

constructivism is on individual construction of knowledge. Each person has a different

perspective and it is important for leaners to construct their own knowledge for meaningful

learning to occur (Hmelo-Silver, Duncan, & Chinn, 2009). Inquiry based learning follows many

aspects of constructivism as it pushes students to draw on both their experiences as well as their

epistemic values. An epistemic virtue pushes the learner to make connections and aim for truth in

knowledge (Pritchard, 2014). These epistemic virtues include curiosity, creativity, and critical

thinking. Both constructivism and inquiry-based learning place high value on acquiring and

enhancing these skills. Another aspect where inquiry and knowledge intersect is the

consideration of different kinds of knowledge. Pritchard (2014), states we come to most of our

knowledge through the testimony of others. Most of what we know comes from others, rather

than through research. Part of inquiry is interacting not only with testimonial knowledge from

the teacher and peers, but also with empirical and scientific knowledge acquired through research

and investigation. Inquiry learning creates opportunities for students to extend and enhance

existing knowledge through wonder and questioning.

Inquiry and Constructivism

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Constructivism is a theory of learning and not a blueprint of how one should teach

(Fosnot, 2005). “Learning” is not a static event; rather it happens through experience, social

interaction and engagement all along the way. The focus of constructivism is the process and not

simply the end assessment or achievement. Constructivist theory views learning as active,

complex and non-linear (Fosnot, 2005). Students are encouraged and guided by their teachers to

strive for understanding of the content through exploration and hands on learning. Inquiry-based

learning engages students in learning with a supportive, inquisitive, and curiosity driven

environment. Students cooperate, collaborate, and explore and connect with the content during

lessons with an IBL framework. The less restrictive environment, paired with greater student

autonomy serves to drive at understanding and the acquisition of transferable skills and abilities

(Buchanan et al., 2016). Collaboration with peers serves to help students construct knowledge

throughout the inquiry process (Lau, Lui, & Chu, 2016). Much like constructivism, inquiry

requires a strong epistemological foundation and the presumption that knowledge is socially

constructed.

Authentic Learning in Inquiry

Inquiry based learning facilitates student learning through authentic, grounded

experiences (Bacon & Matthews, 2014). Teachers draw on their learners’ ideas and help to build

on student’s existing knowledge to create opportunities for more thoughtful curiosity and

understanding (Bacon & Matthews, 2014). When students have some autonomy and freedom

over their learning, the experience becomes more authentic. In the lesson I shared, students work

through a guided process of inquiry that is open to student ideas, makes room for questioning

and encourages explanation. Teacher guidance during a unit of inquiry is a key factor in the

success of student learning and understanding (Buchanan et al, 2016).

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Educational Context

Constructivism is a theory of learning that focuses on the active construction of

knowledge by the learner (Fosnot, 2005). Constructivist teaching strategies are grounded in

exploration, discovery, accommodation and reflection. Baviskar, Hartle, & Whitney (2009)

assert there are four essential criteria to constructivist education.

1. It elicits prior knowledge

2. It creates cognitive dissonance

3. It gets students to apply their knowledge with feedback

4. It gets students to reflect on their learning

These elements of a constructivist education are present in inquiry-based learning.

Lessons created with IBL in mind seek to engage students, make space for exploration and

explanation, gives students the opportunity to elaborate and then evaluate their own learning

(Baviskar et al., 2009). This mirrors the 5E learning model developed by Roger Bybee (Sahin &

Baturay, 2016). The 5E models encourages learners to construct knowledge through discovery,

questions, and experiences. The five phases of the 5E model include engagement, exploration,

explanation, elaboration, and evaluation. At each stage, students work to conceptualize and

construct their own knowledge (Sahin & Baturay, 2016). Rather than being the expert that

simply disseminates knowledge, the teacher acts as a guide who supports students along the way

and challenges them to stretch their thinking throughout the process.

Scaffolding and Zone of Proximal Development

During an inquiry project, students continually re-organize and conceptualize new

information. Following constructivist theory, humans have no access to an objective reality as

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we are constantly interacting with the world around us and constructing and transforming the

information we receive (Lau, et al., 2016). Fosnot (2005), points out learning happens during

disequilibrium when students expand and reach beyond their current academic state and grasp

for new knowledge. Vygotsky proposed the zone of proximal development (ZPD) as the place

where students are able to bridge the gap in their knowledge with the assistance of a more

knowledgeable person (Fosnot, 2005). Scaffolding is a constructivist learning strategy educators

can use to help students bridge the gap between what they know and what they are learning.

Scaffolding consists of hints and props for students to utilize while climbing the ladder to

deeper understanding. Bruner is recognized with identifying and understanding the benefits of

scaffolding with students. During scaffolding, the educator creates an environment in which

learners discover new possibilities and options for consideration (Fosnot, 2005). Several studies

(Lau et al., 2016, van Uum, Verhoeff, & Peeters 2017, and Hmelo et al., 2009) indicate success

in IBL units can be credited to extensive scaffolding of skills and abilities throughout the

process. As students become more confident in their abilities, teachers can move from hard

scaffolds (static support) to soft scaffolds (dynamic and situational). This process requires the

teacher to continually check-in with students for understanding and provide the needed support

(van Uum et al., 2017). Inquiry based learning with the practice of scaffolding, supports students

in developing their understanding of the inquiry process. Throughout my shared lesson students,

have opportunities for extended questioning, exploration, and reflection on their learning.

Part B – Lesson Plan Animal Adaptations

The lesson plan is below in a template I adapted from SD40 (New Westminster).
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Curricular Connections
Big Ideas Essential Questions
What will students remember long after the unit is over? What driving questions will frame the learning? (open-ended;
(enduring understandings) connected to Big Ideas)

 Living things have features and behaviors  How do animals adapt to their
Understand

that help them survive in their environment to meet their needs?

environments  What do animals need from their
 Stories and other texts can be shared environment for survival?
through pictures and words
 Curiosity and wonder lead us to new
discoveries about ourselves and the
world around us

Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication Creative Thinking Critical Thinking Positive Personal and Cultural Identity
Personal Awareness and Responsibility Social Responsibility First Peoples Principles of Learning

Communication
 While interacting with a variety of texts, students will be able to acquire, interpret and
present Information as well as collaborate, connect and engage with their peers.

Critical Thinking
 Students can ask questions, make predictions, and use senses to gather information. The
goal is for students to explore with a purpose in mind and use what is learned.
 Students can tell or show something about their thinking. They can contribute to and
use simple criteria.
 Students can find evidence and make judgements

First Peoples Principles of Learning

 Learning recognizes the role of indigenous knowledge

 Learning is embedded in memory, history, and story

Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed.

Questioning and Predicting

 Demonstrate and a sense of wonder about the world
 Ask questions about familiar objects and events
 Make predictions about familiar objects and events
Processing and analyzing data and information
 Experience and interpret the local environment
 Recognize First Peoples stories (including oral and written narrative)
Communicating
 Communicate observations and ideas using oral or written language, drawing, or role-
play
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Content
What knowledge will students learn and be assessed on?

Students are expected to know the following:

 Names of local plants and animals
 Behavioral adaptations of animals in the local environment
Know

Language features, structures, and conventions

 Print awareness
 Sentence structure
 Letter formation

Assessment
Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing prior knowledge)? What
strategies will be used to evaluate student learning and adjust teaching? Where will students have the opportunity to share their
understanding in order to receive feedback, revise and improve?

 Safe environment for questioning, wondering, pondering

FOR Learning

 Opportunities for class, group discussions – prompted with open-ended questions

 Room for collaboration – sharing information, creating understanding, synthesizing information
 Kinesthetic KWL – chart paper to record and display information (testimonial knowledge)
 Class discussion and creation of concept map for learning (scaffold)
 Graphic Organizer for animal research (scaffold)
 Guided concept map (scaffold)

Reflective
What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? (e.g., self/peer evaluations, partner talk,
goal setting, journaling, etc.)
AS Learning

 Students will share their completed concept maps with their peers and indicate which
they were most excited or surprised to learn about (reflect)

 Teacher will circulate and prompt students to extend their thinking through open-
ended questioning - evaluate (5E model)
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Summative
How will students demonstrate their understanding of the curricular connections listed above (e.g., performance task, project, portfolio, test, etc.)?
How will the assessment criteria be communicated to or created with students?

Researching Information

 Use a variety of information (websites, short film, non-fiction texts) (empirical knowledge,
scientific knowledge)
 After interacting with the resources students will be able to identify salient information (main
idea, supporting sentences)

Creating an Artifact

 Able to present and share information on a topic that is important (Communication)

 Sort and classify data and information using drawings, pictographs (curricular competency,
OF Learning

Science)

 Plan and create a variety of communication forms for different purposes and audiences
(curricular competency, ELA)

 Create artistic works collaboratively and as an individual, using ideas inspired by imagination,
inquiry, experimentation, and purposeful play

Assessment Criteria

 Assessment will be based on how well students are able to demonstrate their understanding of
the inquiry questions. (concept map – done pictorially or with Pictures and labels)
 Teacher observation, student sharing, class discussions, extending questioning, collaboration
between peers,
 At the end of research – students are able to Organize and connect their information – from
graphic organizer into concept map
 Guided concept map will be create by each student – using the information gathered during
inquiry

Unit At a Glance
BEFORE – elicit prior knowledge

1. Hook – Create interest (10min) engage (5E model)

Planning Essentials:  Begin unit with a reading of Taan’s Moons (book with focus on bears,
 Extensions and changing of the seasons, and first peoples principles of nature)
adaptations
 Aligns with o Read story and provide time for questions and connections
assessment
with the students – ensure lots of think time for students to
 Timelines
make connections (engage, prior knowledge)

2. KWL – kinesthetic version (20min) explore (5E model)

Learning Rationale ~ Accessing background knowledge, predicting

Opportunities:
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 Cross-curricular  Place 4 What do I know? questions about animals (habitat, food,

connections babies, and adaptations) around the room on chart paper.
 Aboriginal
perspectives
 Inquiry
 Create 4 groups of students and have each group go to a question. Give
 Technology groups 2 minutes to discuss the question and record answers. After 2
 Place-based, minutes have, students move to another question and repeat until all
community groups have visited all questions. – teacher is modelling by thinking out
learning loud and wondering about animals - (testimonial knowledge,
 Sustainability and
collaboration, communication)
environmental
awareness
 Visual literacy
o Groups will be balanced with mixed learning abilities – 1
student in each group will be the recorder – adults in the room
can assist

o Completion of activity have each group share 2 facts and 2

Other Considerations: questions they have from the activity – this information will be
 Differentiated
learning
recorded for whole class to see on SmartBoard
 Student grouping
 Student voice and
o Recorded information used as a starting off point for the class
choice concept map
 Anxiety
 Class Activity – create class concept map on what we wonder about
animals (collaboration)

o This activity is demonstrated for students (scaffolded) – they

will be creating their own later in the lesson

o Using the concept map – class looks at what they want to

know/discover about animals – how can we find out the
information? (explore)

o Lots of time for wondering and questioning – create safe

environment where all students are comfortable sharing -
teacher moves around the room, checks in with students during
discussion – (drawing on epistemic virtues)

o narrow our research list to 3-5 local animals – students are able
to make a choice on which animal they want to focus on

o Create groups of students (balance groups with differing

students learning needs, strengths) – each group member will
have a task – relating to a personal strength

DURING – create cognitive dissonance

3. Animal Inquiry – research information (40min) – explore (5E model)

Rationale ~ practicing research strategies, comprehension strategies,

synthesizing
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 Revisit concept map from previous lesson – have students focus on the
questions they are trying to answer – teacher will move around the
room questioning and guiding students through this process
(scaffolding, drawing on epistemic virtues)

 Small group work – students will work together in their animal groups
to research facts

o Students will fill in individual fact sheets while working in

groups (collaboration, communication)

o Animal investigations will be guided with a graphic organizer for

students to direct their learning

 Students will have access to both electronic and print resources for
their research.

o Teacher will demonstrate how to find main ideas and

supporting ideas from print and electronic resources

o Variety of resources will be available (print, electronic, various

reading levels, etc.) (empirical knowledge, scientific
knowledge)

AFTER – applying knowledge, reflecting

4. Creating a concept map of learning – (40min) explain, elaborate (5E model)

Rationale ~ Inferencing, synthesizing, creating

 After interacting with a variety of texts and identifying information

about animals, adaptations, and First Peoples perspectives, students
will create a concept map using the information collected during their
research. (explain and elaborate)

 Research will come from graphic organizer and it will help with the
creation of the concept map - teacher will demonstrate (scaffold)

 Guided process – students will have a template concept map to fill in.
Students will do a pictorial concept map and labels added for clarity

o Concept map with I wonder musings will be available visually

on SmartBoard

 Students will share their completed concept maps with their peers
and indicate which they were most excited or surprised to learn about

 Teacher will circulate and prompt students to extend their thinking

through open-ended questioning - evaluate (5E model)
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5. Extension activity - art creation

 Students will create a piece art using their researched animal in the
same style as the pictures in Taan’s Moons.

Resources

 Selection of non-fiction print resources – variety of local animals

 Access to technology through laptops, computer lab, I-pads
 Use of research databases – (world book kids, national geographic for kids, KnowBC)
 Selection of fiction print resources – available around the room to supplement learning
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References

Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize

constructivist teaching: Derived from a review of the literature and applied to five

constructivist teaching method articles. International Journal of Science Education,

31(4), 541-550.

Bacon, K. & Matthews, P. (2014). Inquiry based learning with young learners: a Peirce-based

model employed to critique a unit of inquiry on maps and mapping. Irish Educational

Studies, 33(4), 351-365. doi: 10.1080/03323315.2014.983303

Branch, J. (2003) Inquiry-based learning: the key to student success. School Libraries in

Canada, 22(4), 6-12.

British Columbia Ministry of Education. (2016). BC’s new curriculum guide: English language

arts curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum/english-

language-arts/5

Buchanan, S, Harlen, M.A., Bruce, C., & Edwards, S. (2016) Inquiry based learning models,

information literacy, and student engagement: a literature review. School Libraries

Worldwide. 22(2), 23-39.

Fosnot, C.T. (2005). Constructivism: Theory, Perspectives, and Practice, (2nd ed). Kindle Ed.

Teachers College Press.

Hmelo, C.E., Duncan, R.G., & Chinn, C.A. (2007) Scaffolding and achievement in problem-

based and inquiry learning: a response to Kirschner, Sweller and Clark (2006).

Educational Psychologist. 42(2), 99-107. doi: 10.1080/00461520701263368

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Lau, W. F., Lui, V., & Chu, S.K., (2017). The use of wikis in a science inquiry-based project in a

primary school. Educational Technology Research & Development, 65(3), 533-553.

Pritchard, D. (2014). What is this thing called knowledge? (3rd ed.) New York: Routledge

Sahin, S.M., & Baturay, M.H., (2016). The effect of 5E-learning model supported with

WebQuest media on students’ achievement and satisfaction. E learning and Digital

Media. 13(3-4), 158-175. doi: 10.1177/2042753016672903

van Uum, M.S., Verhoeff, R.P., & Peeters, M (2017). Inquiry-based science education:

scaffolding students self-directed learning in open inquiry. International Journal of

Science Education. 39(18). 2461-2481.