Constructivism and Social Constructivism in the Classroom General Overview In the constructivist classroom, the focus tends to shift from the teacher to the students.
Both approaches Social constructivism Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
Learning is perceived as an active, not a passive, process, where knowledge is constructed, not acquired Knowledge construction is based on personal experiences and the continual testing of hypotheses Each person has a different interpretation and construction of knowledge process, based on past experiences and cultural factors.
Emphasis is on the collaborative nature of learning and the importance of cultural and social context. All cognitive functions are believed to originate in, and are explained as products of social interactions Learning is more than the assimilation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community.
Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process. Underlying Assumptions Jonassen proposed that there are eight characteristics that underline the constructivist learning environments and are applicable to both perspectives: Constructivist learning environments provide multiple representations of reality.
Multiple representations avoid oversimplification and represent the complexity of the real world. Constructivist learning environments emphasize knowledge construction inserted of knowledge reproduction. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction. Constructivist learning environments encourage thoughtful reflection on experience.
Constructivist learning environments "enable context- and content- dependent knowledge construction. There is no absolute knowledge, just our interpretation of it.
The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world. Bruner and Piaget are considered the chief theorists among the cognitive constructivists, while Vygotsky is the major theorist among the social constructivists.
Students should be provided with opportunities to think from themselves and articulate their thoughts. Dewey called for education to be grounded in real experience. He wrote, "If you have doubts about how learning happens, engage in sustained inquiry: Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
This is actually confusing a theory of pedagogy teaching with a theory of knowing.
Thus, even listening to a lecture involves active attempts to construct new knowledge. Bruner Influenced by Vygotsky, Bruner emphasises the role of the teacher, language and instruction. He thought that different processes were used by learners in problem solving, that these vary from person to person and that social interaction lay at the root of good learning.
Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection. Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
Bruner initiated curriculum change based on the notion that learning is an active, social process in which students construct new ideas or concepts based on their current knowledge. He provides the following principles of constructivistic learning: Instruction must be concerned with the experiences and contexts that make the student willing and able to learn readiness.
Instruction must be structured so that it can be easily grasped by the student spiral organization.
Instruction should be designed to facilitate extrapolation and or fill in the gaps going beyond the information given.
Vygotsky Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context. Every function in the child's cultural development appears twice: This applies equally to voluntary attention, to logical memory, and to the formation of concepts.
All the higher functions originate as actual relationships between individuals.
There are, however, a growing number of applications of social constructivism in the area of educational technology. By the s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism.Education Theory/Constructivism and Social Constructivism in the Classroom.
Students begin their study with pre-conceived notions In social constructivism tutors and peers play a vital role in learning Social Constructivism in the classroom Reciprocal Teaching.
Jerome Bruner Vs Piaget. Jean Piaget and Jerome Bruner are two theorists who have both had an effect on education over the past century.
The process of teaching and learning used by mathematics teachers has been greatly contributed to by Piaget and ashio-midori.comuctivism is based on the ideas formed by Piaget and Bruner, “a theory that views the child as creating knowledge by acting on. Bruner Constructivist Theory.
Social Constructivism is a theory of knowledge and the acquisition process involved (Serving History, ). The social constructivist theory was developed mainly to describe the way in which people come to describe and explain the world in which they live, including themselves (Gergen, ).The formation of the social constructivist theory is most often.
Scope/Application: Bruner's constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Child's Talk: Learning to Use Language.
is a record sheet of quantities in completed mutiple rows and columns. Bruners Constructivist Theory asserts that learning is an active process in which learners construct new ideas or concepts based upon their curr. Constructivist learning theory places the student at the center of the learning experience with teacher's acting as learning guides.
There are some benefits from this teaching method you may want to employ in your classroom, however, there are significant disadvantages as well.