SOCIAL CONSTRUCTIVISM

Prepared and presented by: Prof. Paola Katherina M. Gonzales,MA

San Beda College, Department of Psychology

Constructivism

Knowledge and understanding are actively required. Under various conditions, we might discuss experiment or assume a specific role, debate, investigate or expound certain issues.

Constructivism

Knowledge and understanding are socially constructed in dialogue with others

ConstructivismKnowledge and understanding are created and

recreated. We should reinforce learning to make it relevant.

Components of Constructivism:

Discovery learning

Inquiry learning

Cooperative Learning

Individualized learning

Learning with technology

Social Constructivism

Learners can make sense of new experiences byrelating them to their own previous experiences.

Memorizing facts and reproducing information intests are not the path to develop a deep andflexible understanding of any subject. Merememorization does not lead to betterunderstanding of the material to be learned.

Learning is something that the learner does, notsomething that is done to the learner. Learningaccounts for cognitive restructuring and sostudents must be actively involved in the learningprocess

Social Constructivism Effective teaching involves continual probing of

the nature of student understanding.

Deeper understanding includes gaining insightinto the connections between disciplines andknowledge they use in understanding them.

Superficial and encapsulated learning is the resultof teaching and curricula that emphasize thecoverage of content.

Reflective practice is a vital part of effectiveteaching. It means that teachers provide activitiesthat promote student learning.

Social Constructivist approach

Emphasizes the social contexts of learning and that knowledge is mutually built and

constructed.

Theory of Cognitive Development byJean Piaget

When he/she encounters new object, theskills or schemas which he learned are beingtransferred to this new object assimilation.Adaptation to the new object is calledaccommodation. Congruency between thestructure of the mind and the environment inorder to have the full grasps of the world iscalled equilibrium.

Theory of Cognitive Development byJean Piaget

Four stages of cognitive development:

1. Sensorimotor stage from birth to two years ofage. Infants use senses and motor abilities toexplore and gain basic understanding of theenvironment.

little experimenters

2. Preoperational stage from two to seven year ofage. As they represent objects mentally, theycan make use of words and symbols such asdrawing, a written word or a spoken word whichcan be understood to represent a real object.

Theory of Cognitive Development byJean Piaget

3. Concrete Operational Stage lasts fromseven to eleven years of age.

Operations refer to logical operations orprinciples we use in solving problems.

4. Formal operational Stage a child becomescompetent in using logical operations andabstract concepts. It is the stage ofdeveloping strategies and plans in solving in asystematic manner.

JEROME SEYMOUR BRUNERSpiral curriculum and categorization

Categorization

to perceive is to categorize; to

conceptualize is to categorize; to learn is to form categories; to make decision is to categorize.

Bruner suggested a system of coding in which the learners have a hierarchical arrangement of related categories to

help them facilitate easy transfer, enhance retention and increase

problem solving ability and motivation.

The three models of representation:

Enactive representation (action based)

Iconic representation (image based)

Symbolic representation (language based)

Spiral curriculum

a vehicle that develops the same lessons at succeeding age

or grade levels as well as at different levels of difficulty

Integration and cohesion of knowledge.

LEV SEMEONOVICHVYGOTSKY

The Zone of Proximal Development and

Social Constructivism

Zone of Proximal Development (ZPD)

the range of tasks that are too difficult for thechild to master alone but that can be learned withthe guidance and assistance of adults or more skilled children.

LOWER LIMIT: the level of skill reached by the childworking independently

UPPER LIMIT: the level of additional responsibilitythe child can accept with the assistance of an ableinstructor

Upper limit

Level of additional responsibility child can accept with assistance

of an able structure

ZONE OF PROXIMAL DEVELOPMENT

Lover limitLevel of problem solving reached on these tasks by child working

alone

Scaffolding

Changing the level of support.

Language and Thought

Children use speech not only for social communication, but also to help them solve tasks. ( Vygotsky, 1962)

Young children talk aloud to themselves about such things as their toys and tasks they are trying to complete. This piece doesnt go ; maybe ill try that

one. This is hard.

Seatwork

Look for a partner

In half sheet of paper (crosswise) answer the following questions.

1. Create a sample curricula for psychology majors First year to second

year.Example: include one to 2 major

subject per year; topic, objective and activities.

2. Create a situation applying Vygotskys ZPD. Emphasizing lower

and lower limits.

3. Compare Vygotsky and Piagets concepts by completing the chart.

Theorists and TheoryLev Vygotsky Jean Piaget

Socialculturalcontext

(strong/little)

Constructivism

Stages

Key Process

Role of Language

View on learning

Teaching implications(role of teacher)

Theorists and TheoryLev Vygotsky Jean Piaget

Socialculturalcontext

(strong/little)

Strong emphasis Little emphasis

Constructivism Social constructivist Cognitive constructivist

Stages No general stages of development

Strong emphasis on stages (sensorimotor, preoperation, concrete

and formal operational stage)

Key Process Zone of proximal development Schema, assimilation, accommodation, operations, conservation, classification

Role of Language A major role: plays a powerful role in shaping thought

Language has minimal role: cognition primarily directs language

View on learning Central role; helping the child learn the tools of the culture

Refines child cognitive skills that have already emerged.

Teaching implications(role of teacher)

A facilitator and guide: establish opportunities for children to learn

with the teacher and more skilled peers

Facilitator and guide: provide support for children to explore their world and discover

knowledge.