Social Constructivism - Vygotsky
By: Michelle. W, Iyanuoluwa. A, Catherine. A
Brief Definition (of the Theory/ Perspective) - Key Contributors:
Key Contributors
John Dewey
Jean Piaget
Lev Vygotsky
Jerome Bruner
Brief Definition
Building on the cognitivist constructivism theory of Jean Piaget, Lev Vygotsky sort to further explain the influence social interactions had on learning. According to Vygotsky, language and culture play a fundamental role in cognitive development, which frames how individuals experience, communicate, and understand reality. Therefore, language and culture play an important role in the construction and understanding of knowledge. Vygotsky believed that “cognitive functions originate in, and must therefore be explained as products of socials interactions, and that learning was not simply the assimilation and accommodation of new knowledge by learners” (GSI, 2015 as cited in Vygotsky, 1978).“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people” (Karen Stephenson, n.d).
Theory’s Key Goals/ Objectives
Student directed
Student centered
Learning that takes place through social interaction of groupsCollaboration/cooperation
"Knowledge is a human construction and that the learner is an active participant in the learning process" (Vygotsky, 1978).
Positive Attributes (This theory allows for)
Collaborative nature of learning
Use of teamwork skills
Peer interaction
Form of Reciprocal teaching
Cooperative learning
Situated learning
Problem-solving approach
Collaborative learning
Negative Attributes (Drawbacks)
Potential for lack of direction
Time constraint
“There is no absolute knowledge, just our interpretation of it” (UCD, 2015)
Assumption is that learning takes place only through social settings/interaction
Social interaction may be challenging for learners with disabilities, introverted students
Potential for lack of structure
Possible impact on grading (in terms of student participation)
Students may be reluctant to give up their established ideas/schema
Role of the Learner
- Construct their knowledge through inquiry process
- Active participation in their learning
Learners need to test ideas, skills and information through relevant activities
In social constructivism learners play a vital role in learning
Learners are responsible for their learning
Learners need to receive different lenses to see things while learning
Role of the Teacher
- Teacher act as a guide
- Make learning environment safe & conducive for learners
- Encourage development through inter-subjectivity
- Teacher should consider the knowledge and the experiences of learners
- Teacher should provide necessary resources to facilitate ‘discovery’
- Provide sufficient flexible learning programs
Guide learners through the ZDP
- Acknowledge, respect, and appreciate individual learner's’ perspectives
Application to Adult Learning
- Hands-on activity relevant to present occupation/simulation
- Situated learning
- Anchored instruction
- Utilize problem based approach to learning using inquiry process
- Adult learners require active involvement in learning environment - Social Constructivism theory encourages learner engagement and a dynamic learning environment; as each learner provides a unique experience and insight.
- The Social Constructivist Theory supports adult learning theories in that learners are encouraged to engage and learn from the experiences and perspectives of their learning community rather than traditional approaches to learner (teacher-led).
Sources
GSI: Teaching and Resource Center (2015). Social Constructivism. Retrieved October 8, 2015 from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/
P2P Foundation. (2012). Constructivist Learning Theory (George Siemens). Retrieved Ocotber 8, 2015 from http://p2pfoundation.net/Connectivist_Learning_Theory_-_Siemens
Straus, S.E., Tetroe, J., & MA, Graham, I. (2009). Defining knowledge translation. Canadian Medical Association Journal, 181(3-4), pp. 165-168. doi: 10.1503/cmaj.081229
Social Constructivist Theory. (2015). Retrieved October 8, 2015 from http://viking.coe.uh.edu/~ichen/ebook/et-it/social.htm
Smith, M. K. (2003). Learning theory, the encyclopedia of informal education. Retrieved October 8, 2015 from http://infed.org/mobi/learning-theory-models-product-and-process/
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review. Implementation Science : IS, 9, 54. http://doi.org/10.1186/1748-5908-9-54
UCD (Dublin). 2015. Education Theory: Constructivism and Social Constructivism. Retrieved October 8, 2015 from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism
Vygotsky L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press