Journal ArticleDOI
Social constructivist perspectives on teaching and learning
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TLDR
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
Citations
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Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
TL;DR: In this paper, the research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
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Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
TL;DR: In this article, the authors show that problem-based learning (PBL) and inquiry learning (IL) are powerful and effective models of learning and that they employ scaffolding extensively, thereby reducing the cognitive load and allowing students to learn in complex domains.
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Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
TL;DR: Teachers and students reported that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges for the teachers.
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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
TL;DR: The study found that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning.
References
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Journal ArticleDOI
Sociocultural approaches to learning and development: A Vygotskian framework
Vera John-Steiner,Holbrook Mahn +1 more
TL;DR: The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article as mentioned in this paper, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge.
Journal ArticleDOI
When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching
TL;DR: A research and development project in teaching is described designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse.
Book ChapterDOI
Guided, Cooperative Learning and Individual Knowledge Acquisition
TL;DR: In this paper, the authors discuss theoretical claims concerning a variety of group-learning procedures and the evidence for the efficacy of these procedures. But, they do not discuss whether children can benefit from systematic instruction, such as a form of reciprocal teaching, in which modeling and support is given for the acquisition of complex argument rules.
Book
The Construction Zone: Working for Cognitive Change in School
TL;DR: In this paper, Shedon and White discuss the role of social mediation in cognitive change in the development of a cognitive science of education, and conclude that the West has won in cognitive science education.