Social Constructivism
"Social reality is constructed out of human knowledge, beliefs, or meanings. . . human knowledge too is constructed"
(Bevir, 2010).
Behaviourism, connectivism, cognitivism and constructivism are the most commonly known approaches towards describing the phenomenon of 'how we learn'. Constructivism is divided into two categories, 'cognitive' and 'social', each having a slightly different definition and explanation. My understanding of social constructivism is that of a modern, student centered approach that focuses on a learner's ability to understand and adopt new information based upon their surrounding influences. A learner's comprehension of a topic can be influenced by things such as 'politics, ideologies, values, the exertion of power and the preservation of status, religious beliefs and economic self-interest' (Yilmaz, 2008). 21st century teachers have an extremely challenging role, not only do they have to be masters of their content, but they also need to understand and foster 'how learners learn'.
A social constructivist approach to teaching can play an influential role in the classroom, the theory is based around student experience and interaction which can be integrated through collaborative or group work. Yilmaz (2008) suggests that learners are intellectually generative individuals with the capacity to pose questions, solve problems and construct theories. This is opposed to being an empty vessel or blank slate, waiting to be filled with predetermined information. Therefore, I believe that it is up to the teacher to be supportive of the students, include collaborative group work and provide ample hands on assistance, enabling them to successfully understand and comprehend new information.
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Lev Vygotsky, the great theorist of the 1900's, derived key principles that have played an important role in modern constructivism (Yilmaz, 2008). Cooperative learning, social nature of learning and joint interactions are all considered paramount in student learning and deeper understanding (Yilmaz, 2008). The main message that I can take from this research and perspectives on learning is that group work is critical to cognitive development. Students learn best in a social setting, gaining information and ideas from their peers, then later consolidating individually. The teacher is available to give guidance, but the students receive a more wholesome learning experience when scaffolding comes from all individuals in the classroom. Finally, students are to consolidate their new information on an individual level with private follow up activities.
There has been some debate about constructivism and how effectively teachers can put the theory into practice. A study was completed by Brewer and Daane (2002) to determine if teachers who believed they were constructivists could actually translate the theory into practice in the classroom. Initially, the eight teachers were privately interviewed to investigate their beliefs and to see if they could articulate a constructivist philosophy of teaching (Brewer & Daane, 2002). Upon observation and analysis, the authors came to the conclusion that by working as a team and maintaining continuous dialog, the constructivist teachers were able to effectively translate their theory into practice in a primary mathematics class (Brewer & Daane, 2002). The teachers commented on their teaching principles, stating...
. . . 'By continuously evaluating how children learn, and reflecting on that, we were able to grow professionally'
(Brewer & Daane, 2002).
The constructivist theory suggests that knowledge is created by children from their own experiences. One way for students to learn in an interesting and engaging way is via games and simulations. Educational games can be both very engaging and 'fun' for the student, while also providing ample opportunities for the student to learn new technological skills and improve their literacy and/or numeracy skills (depending on the game). The following link is to an educational game website for kids. 'Math Man' is the direct link, it is a colourful and engaging game that improves students' coordination and maths and computer skills, at the same time as being an enjoying learning experience for the child.
Click me! >> Math Man << Click me!
It is clear that 'how we learn' is still heavily debated throughout schools and higher education today. As a future teacher, I believe it is important to incorporate and engage with several learning theories in order to develop one that works for me. Social constructivism has many positive elements and I think it is important to incorporate some of the theory into my teaching pedagogy. Educators are forever trying to find the answer to what is 'good teaching', so we need to learn from our mistakes and experiences in order to try and master the art and provide a wholesome learning experience for all.
"Learning is an active process, an adaptive activity, it's situated within the context it occurs; knowledge is not innate, not passively absorbed or invented; experience and prior understanding play a role in learning"
(Yilmaz, 2008).
References:
- Brewer, J., & Daane, C. J. (2002). Translating constructivist theory into practice in primary-grade mathematics. Education,123(2), 416-421,426. Retrieved from http://search.proquest.com/docview/196435163?accountid=1472
- Bevir, M. (2010). Social constructivism. In M. Bevir (Ed.), Encyclopedia of political theory. (pp. 1285-1288). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412958660.n419
- Learning games for kids. (2013). Retrieved from:
http://www.learninggamesforkids.com/math_games/random-math/math-man.html - Yilmaz, K. (2008). Constructivism: It's theoretical underpinnings, variations and implications for classroom instruction. Educational Horizons. p. 161-171. Retrieved from:
http://www.eric.ed.gov/PDFS/EJ798521.pdf