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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Book
The Subject Matters: Classroom Activity in Math and Social Studies
TL;DR: Stodolsky as mentioned in this paper found that teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction different differently depending on the structure and demands of the lesson.
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The development of scientific reasoning in knowledge-rich contexts.
TL;DR: In this article, a study of the development of scientific reasoning, 10 5th-6th grade children (5 boys and 5 girls) and 10 non-college adults conducted experiments over 6 half-hour sessions to explore the causal structure of two physical science domains.
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Belief revision in children: the role of prior knowledge and strategies for generating evidence.
TL;DR: Evolving beliefs and reasoning strategies were observed in 22 fifth- and sixth-grade children who worked over 8 weeks for a total of about 5 h on a causal reasoning problem, and the most successful children evaluated both the evidence and their changing theories, and were committed to the fact that they should be mutually constraining.