Journal ArticleDOI
Social constructivist perspectives on teaching and learning
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Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge and their application to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform are discussed.Abstract:
Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.read more
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Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
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Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
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Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
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Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
TL;DR: The authors presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience.
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Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses
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References
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Journal ArticleDOI
Collaboration Between Children Learning to Write: Can Novices Be Masters?
Colette Daiute,Bridget Dalton +1 more
TL;DR: In this paper, the authors describe social aspects of the literacy learning process among young peers and synthesize distinct strands of research on socially constructed literacy, and they find that children who demonstrated even minimal ability to write stories transferred basic aspects of story structure to each other.
Journal Article
Direct Instruction Reconsidered.
TL;DR: In addition to definitional confusion, the use of direct instruction procedures-whatever they may behas become a volatile issue in reading education as mentioned in this paper, and some have suggested that it has no place in a reading and language arts curriculum; conversely, proponents of direct Instruction tend to overgeneralize its applications and fail to delimit its usefulness.
Developing productive group interaction in middle school mathematics.
Noreen M. Webb,Sydney H. Farivar +1 more
Journal Article
Creating a Community of Learners Among High School Teachers.
Sam Wineburg,Pat Grossman +1 more
TL;DR: The Grammar of Staff Development (GOD) project as mentioned in this paper is an ongoing venue for teachers' learning, not an isolated feature during a summer institute or a one-shot workshop whose only trace is a shiny binder.