QR codes Constructivism in the classroom

Piaget, Vygotsky. and Bruner’s work on constructivism learning theory paved the way to develop Vygotsky’s Activity Theory. As humans we are social individuals, teaching with interactive strategies will help construct a learning community. Vygotsky’s Activity Theory provides learning opportunities with activities that are both social and collaborative. Technology is a tool that provides opportunity to increases the potential of making and building knowledge for students.

QR codes is a great tool that educators can use to increase the social learning environment in their classrooms. QR (Quick Response Code) have been around for years. Only the last few years have they been used in education in many creative ways. Here is the best part of all; they are FREE to use. Students can down

load a QR reader on their device, there are many to choose from, and to read the code all you need is a dive with a camera.

Here is a quick lab activity that uses QR codes in a high school science classroom.

Lesson Title: Discovering Gas Laws

Lesson Description: This lesson is designed to further explain and demonstrate three common gas laws in chemistry: Boyles Law, Charles Law, and Gay-Lussac’s Law. This lab activity is best done after the students have a general understanding of each of the laws and are ready to apply the knowledge. Throughout the room, set up gas law demo’s for the students to observe or perform (gas law demo suggestions can be found at http://www.arborsci.com/cool/chemistry-gas-laws-smorgasborg) . At each station have a QR code ready for the students to scan that has directions on how to perform the demo. Follow the guided steps below to create a social learning environment.

1. First group at each demo station will set up and perform the demo as the QR code states. Students will video the results of the demo using their mobile devices. Add specific details in the QR code where you would like the students to post the video with a link. (Google site, voice thread, wiki, blog, website, etc.). Be sure that you choose a collaborative environment that other students can comment on.

2. Have the students rotate to another lab station and scan the QR code to watch the video from the previous students. Provide questions for them to answer about the demo.

3. Have students keep rotating to other lab stations as time allows.

Questions to consider asking:

1. Identify the gas law that the video is showing.

2. Discuss the relationship between pressure, volume, and temperature in the video.

3. Comment on how the demo could be improved.

4. Perform and record the demo again. Compare the videos

5. Add a voice thread to the video identifying the constant in the experiment.

Completion Time: This assignment can be as long or as short as you desire. If space allows, I would have the students do this activity for a few class periods depending on how many different demos you have provided.

Let me know other QR activities that you could do in the classroom. Remember, the more students are talking to each other the more they are constructing their knowledge.