SECOND SEMESTER ASSIGNMENT

1. Faculty of Education, University
of Sindh,
PRESENTATION TOPIC
“SOCIAL CONSTRUCTIVIST
APPROACHES”
SUBMITTED TO: SIR IFTEKHAR JAFRI
PRESENTED BY: MOMINA MUSSARAT ALI
M.PHILL (EDUCATION) ROLL#21
SUBJECT:ED-802 PSYCHOLOGICAL PERSPECTIVE &
ISSUES IN EDUCATION
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2. CONTENT LIST
•INTRODUCTION OF SOCIAL CONSTRUCTIVISM:
•DEFINITION OF SOCIAL CONSTRUCTIVISM:
•SOCIAL CONSTRUCTIVISM IN BROADER
CONTEXT:
•SITUATED COGNITION:
•TOOLS FOR SOCIAL CONSTRUCTIVISM:
•TECHNIQUES FOR CO;OPERATIVE LEARNING:
•CONCLUSION:
•REFRENCES.
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3. SOCIAL CONSTRUCTIVIST APPROACHES,
DOMAIN-SPECIFIC APPROACHES &
TEACHING
INTRODUCTION:
Social constructivist approach related to the
EDUCATIONAL PSYCHOLOGICAL APPROACHES.
In broader sense,To draw something in figurative
sense.
In the field of Educational psychology there are
two main approaches,BEHAVIOURAL APPROACH ,
AND COGNITIVE APPROACH. Where the social
constructive Approach belongs to cognitive
approach of educational psychology .
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4. DEFINITION:
Social constructivist approach emphasize the
social contexts of learning and idea that knowledge
is mutually built and constructed . Involvement
with others creates opportunity for students to
evaluate and refine their understanding as they are
exposed to the thinking of others and as they
participates creating shared understanding.
(Gauvain & Parke ,2010)
In this way, experiences in social contexts provide
an important mechanism for the development of
students thinking.
(Johson & Johson ,2010)
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ALI

5. SOCIAL CONSTRUCTIVISM IN THE
BROADER CONSTRUCTIVIST CONTEXT:
There are two theories related to constructivism in the field
of educational psychology .
a)VYGOTSKY’S SOCIAL THEORY.
b)PIAGET’S COGNITIVE CONSTRUCTIVISM THEORY.
Piaget’s and Vygotsky’s theories are constructivist . Piaget’s
theory is a cognitive constructivist theory, where as Vygotsky’s is a
social construcivist . The implication of Vygotsky’s model for teaching is
to establish opportunities for students to learn through social
interactions with others – with the teacher and peers – in constructing
knowledge and understanding . In Piaget’s view , students construct
knowledge by transforming , organizing and reorganizing previous
knowledge and information . In both Piaget’s & Vygotsky’s models ,
teachers are facilitator not director .Distinctions between cognitive and
social constructivist approaches are not always clear – cut . All social
constructivist approaches emphasize that social factors contribute to
student’s construction of knowedge and understanding.5/4/2016 5
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6. SITUATED COGNITION:
Situated cognition is an important
assumption in the social constructivist
approaches .
It refers to the idea that thinking occurs (is
situated) in social and physical contexts . In other
words , knowledge is embedded in , and connected
to the context in which the knowledge
developed(langer , 2009). If this is so , it makes
sense to create learning situations that are as close
to real world circumstances as possible .
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ALI

7. FOR EXAMPLE:
“Problem –Based learning & Project –
Based learning”
These two methods emphasis on situated cognition
To expand student’s knowledge and understanding
of volcanos , some students are placed in the role
of scientists studying an active volcano , while
other students are given the task of reporting what
to expect to an emergency evacuation team .Using
internet resources , the “scientists” students
examine new stories about active volcanos; the
“evacuation team” students search for information
about the impact that volcanos have no
inhabitants and how they can be removed from
the danger of an erupting volcano.5/4/2016 7
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8. TOOLS FOR SOCIAL CONSTRUCTIVIST
APPROACHES:
Social constructivist approaches emphasize that
teachers and peers can contribute to students
learning .
Four tools for making this happen are scaffolding ,
cognitive apprenticeship , tutoring and co-operative
learning.
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10. CO-OPERATIVE LEARNING APPROACHES:
Following are some recent techniques….
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11. CONCLUSION:
Social constructivist approach can be implemented
in the class by various techniques which were
discussed above by developing groups in the class.
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12. REFERENCES:
•Santrock , J.w.(2001) EDUCATIONAL
PSYCHOLOGY.
•Hardman , M. L., Drew , C. j ., & Egan , M. W.
(2002).
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