Nix Henry

EDU 800: Educational Technology Research

Instructor: Dr. Michael DeSchryver

Central Michigan University

Spiro, R. J., & DeSchryver, M. (2009). Constructivism: When it’s the wrong idea and when it’s the only idea. In S. Tobias & T. Duffy (Eds.), Constructivist theory applied to instruction: Success or failure. Mahwah, NJ: Lawrence Erlbaum.

Summary

This chapter explains why constructivist teaching methods are necessary for learning in ill-structured domains (ISDs), which are areas of knowledge that are complex and unpredictable. Unlike well-structured domains (WSDs), such as math and physics, ISDs don’t have clear rules or essential information that can be directly taught. Instead, learners need to adapt and build situational knowledge. The authors introduce Cognitive Flexibility Theory (CFT) as a teaching approach that helps students navigate ISDs by encouraging exploration, using multiple examples, and connecting ideas. Examples include teaching concepts like “justice” in social studies or “adaptation” in biology, where the meaning changes depending on the context. The chapter also highlights the Web as a powerful tool for learning in ISDs, allowing students to explore topics in a flexible and personalized way.

Evaluation

The chapter effectively combines theoretical arguments with empirical evidence to support its claims. The authors clearly explain the difference between WSDs and ISDs and use examples from areas like biology, social studies, and engineering to show why constructivist methods work better in ISDs. The presentation is thorough, with detailed explanations of concepts and references to prior research and Cognitive Flexibility Theory.  However, the chapter could be improved by including more real-world examples of how these ideas have been successfully applied in classrooms. While the authors discuss the potential of the Web for learning, they do not offer enough specific advice about how teachers can use technology to apply these ideas.

Application

This chapter’s ideas can help educators design technology-based lessons for complex topics. For example, teachers can use interactive websites, multimedia tools, and adaptive learning platforms to let students explore topics in a flexible way. A lesson on climate change, for instance, could include simulations, videos, and case studies that allow students to see the issue from different perspectives and make connections between ideas. The Web can also help students personalize their learning by letting them follow their own interests and questions. By using tools like search engines, interactive maps, and discussion forums, teachers can create lessons that encourage critical thinking and help students develop the skills they need to handle complex, real-world problems.