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Learning Theory Statement

Our project takes primarily a constructivist approach to learning, with lessons


based on discovery, anchored instruction, socialisation and the potential for
connecting and learning from a wider audience. As put forth in the Australian
Curriculum, in our lessons students will use ICT to investigate, create and
communicate, all whilst learning the how to use various forms of ICT.
The theory of constructivism is centred on providing an active, constructive
experience, whereby complex mental processes are organised by actively
building these in the mind (Mascolo 2009). Theorists suggest that learning is
constructed by the self and by social practices and by using culturally acquired
tools, in this case technologies (Brooks & Brooks, 1993, Cooperstein & KocevarWeidinger, 2004). By allowing students to use technologies (such as iPads or web
search engines) to seek information for themselves, consolidate this information
into a poster and then share this information with peers, our project is employing
this constructivist approach.
Students are encouraged to use the information technologies in the lessons
to actively investigate and form links independently. The format of the Weebly
website is designed to allow students to follow instruction with minimal teacher
input. Two of the lessons in our project contain an introductory video. These are
to engage students and put into practice Bransfords anchored instruction
approach (Bransford, Sherwood, Hasselbring, Kinser, & Williams, 1990).
Research suggests that it is beneficial to present a short video at the beginning of
a learning experience that contextualises information and introduces vocabulary,
key questions and other aspects of the topic that students can then explore in
further activities (Bransford et. al., 1990). By presenting this anchored
experience at the beginning of our lessons, the aim is for students to take the
knowledge retained from the video and build on it independently, forming links
through their own investigation (Bransford et. al., 1990, Mascolo, 2009).
Through the activities in our lessons, students are encouraged to discover
information for themselves, consistent with Jerome Bruners research on
discovery-based learning (Keiichi, 2013). This puts into practice the Australian
Curriculums aims of investigation through ICT (Australian Curriculum and
Assessment Reporting Authority [ACARA], 2014). In the periodic table lesson,
students are given the task of using the Google search engine to research common
facts surrounding particular elements. Similarly, in the Elements and Compounds
lesson, students are encouraged to process the information on the resources and
copy the information that they deem to be important. By actively using online
resources to explore key questions, according to Bruner, the retention of
knowledge is greatly improved (Keiichi, 2013).
Within the lessons in this project, students investigate and create, forming links
and retaining knowledge through active learning. With the creation of a
Piktograph, there is the potential for communication with peers and parents, to
further facilitate learning. This is consistent with Siemens research, which

indicates that the use of web-based ICT opens students learning to sharing and
discussion (Siemens, 2005).

REFERENCES
Australian Curriculum and Assessment Reporting Authority, (2014). Information
and communication technology (ICT) capability. Retrieved from:
http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT
Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinser, C.K. & Williams, S.M.
(1990). Anchored instruction: Why we need it and how technology can help. In
Nix, D. & Spiro, R, J. (eds.), Cognition, Education and Multimedia: Exploring Ideas
in High Technology. (p115 139). New Jersey: Routledge.
Brooks, J.G. & Brooks, M.G. (1993). In Search of Understanding: The Case for
Constructivist Classrooms. Alexandria: ASCD.
Cooper, M.M. (2014). Evidence based reform of teaching and learning. Analytical
and Bioanalytical Chemistry, 406(1), 1-4. doi:10.1007/s00216-013-7438-4
Cooperstein, S.E. & Kocevar-Weidinger, E., (2004). Beyond active learning: A
constructivist approach to learning. Reference Services Review, 32(2), 141-148.
doi:10.1108/00907320410537658
Keiichi, T., (2013). Jerome Bruner: Developing a Sense of the Possible. New York:
Springer. doi:10.1007/9789400767812
Mascolo, M.F., (2009). Beyond student-centered and teacher-centered pedagogy:
Teaching and learning as guided participation. Pedagogy and the Human Sciences,
1(1), 3-27.
Siemens, G., (2005). Connectivism: A learning theory for the digital age.
International Journal of Instructional Technology and Distance Learning, 2(1), 310. doi:

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