GMIT EXAMINATIONS 2013/2014

Continuous Assessment No 1 (CA1) ACADEMIC ESSAY

Programme:

DTE

Year:

Module:

PRINCIPLES OF EDUCATION (PE)

Name :

Jarlath Lydon

I.D:

G00279899

AN EXPLORTION OF SOCIAL CONSTRUCTIVISM IN

EDUCATION: THEORETICAL AND PRACTICAL
PERSPECTIVIES

ii

ACKNOWLEDGEMENTS
I would like to express my deepest and sincerest gratitude to my lecturer, Dr. Pauline LogueCollins who provided me with the direction, advice and guidance throughout the completion
of this essay. I also wish to express my sincere appreciation to the librarians at GMIT who
were unreservedly obliging while I conducted my research.

iii

Abstract
Social constructivism is an approach where the learner uses social activities in the classroom
in increase their learning. Furthermore, social constructivism is based on reality, knowledge
and learning. In the classroom social constructivism is about encouraging students to use
techniques such as experiment to solve real life problems so that the students gain a better
understanding of the subject being taught. The literature recommends that students work in
groups and focus on both side of the argument to establish evidence based information.
Students working in groups learn more and are actively involved in the learning process as
opposed to the traditional methods of memorising materials that are taught in the classroom.
This essay explores the theories of social constructivism and how they are applied in
education. The literature highlights that the theorists Bruner, Piaget and Vygotsky were all
influenced by each others' works in relation to social constructivism.

iv

Table of Content
page
ACKNOWLEDGEMENTS ......................................................................................................ii
ABSTRACT..............................................................................................................................iii
1. INTRODUCTION..................................................................................................................1
2. THEORIES of SOCIAL CONSTRUCTIVISM....................... ..........................................1
3. THE PRACTICE OF SOCIAL CONSTRUCTIVISM..........................................................2
4. CONCLUSION......................................................................................................................5
5.REFERENCE LIST.................................................................................................................6

vi

1. Introduction.
Social constructivism enables students working in groups to create meaning of objects and
theory through interaction (Kim 2001, p.4). There is no meaning in the world until the
individual constructs it (Jaworski 1996). Therefore, social constructivism in the classroom
shifts the focus from the teacher to the students resulting in a student centred approach
(Maddux, Johnston and Willis 1997).The student is encouraged by the teacher to be actively
involved in the students' own learning process. The students engages in problem solving
through inquiry techniques like asking questions, exploring a topic and using a variety of
resources other than books to find solutions and answers (Maddux, Johnston and Willis 1997,
p.5). This assists students to develop conclusions and possibly revisit these conclusions later
(Tobias and Duffy 2009, p.7). Social constructism values learning through social interaction
and learning from student's different cultural background. Likewise social constructivist's
classrooms collaborative learning through peer interaction that is medicated and structured by
the teacher (Azzarito and Ennis 2003). Discussion on a topic is initiated by presenting a
scenario or topic and is guided by effective direct questions where reference may also be
made to previous knowledge learned (Azzarito and Ennis 2003). Social constructivism
involves students being socially interactive with other students to enhance learning (Mc
Ananey et al. 2007). It involves students working in groups. Students can discuss topic with
fellow students so that every students point of view can be expressed and knowledge and
experiences are shared and this enhances student learning (Lui 2012). Group work also
allows students to reflect on an idea of discussion (Lui 2012, p.3). Which will enable students
to become thinkers a well as assist students to develop rational on a topic of discussion
(Surgenor 2010, p.5).
During this assignment the author will discuss the theorists who developed social
constructivism. The author will also discuss social constructivism techniques to enhance
student learning.
2.1 Theorists of social constructivism.
The literature highlights that John Dewey (1933/1998) is often considered as the
philosophical creator of social constructivist (Bentham 2003). "However Bruner (1990) and
Piaget (1972) were considered to be the main theorists among cognitive constructivists while
Vygotsky (1978) is the major social constructivists" (Mascolol and Fisher 2005, p.1).

John Dewey disagreed with the idea that teachers should use the techniques of "direct
learning" in school (Mascolol and Fisher 2005, p.2). Instead he believed that students would
learn more through group work and workshops. This he believed would give students the
opportunity to interact (Mascolol and Fisher 2005, p.2).
In addition, Piaget rejected the idea that knowledge was gathered through passive
assimilation (Bentham 2003, p.10). Piaget believed that learning occurred at different stages
in a child's development and that students learn and create new ideas by creating and testing
their own theories of the world (Mascolol and Fisher 2003, p.5). Bruner was inspired by the
work of Vygotsky and Bruner believed that the student should be allowed to investigate a
topic and build on their knowledge with the help of group discussions in class thus, assisting
the student to build on their existing knowledge (Drew 2012, p.1).
Vygotsky developed social constructivism (Bentham 2003). He rejected Piaget theory of
assumption whereas Piaget believed it "was possible to separate learning from its social
context" (Mascolol and Fisher 2005, p.2). Vygotsky believed that the child first developed on
a social level with people and later developed on an individual level (Mascolol and Fisher
2003,

p.5). Vygotsky believed language and culture were important in cognitive

development and contributed to the way individuals viewed the world as well as, how they
communicated their understanding of the world (Bentham 2003, p10). However, Walsh and
Dolan (2009) highlight that if a teacher just talks directly about a concept to students then the
students will not remember any of the information they received verbally. But if students can
picture a concept in their mind the student will learn (Walsh and Dolan, 2009). Therefore, it
is imperative that the teacher explains the concept in simple language in a number of different
formats thereby, enabling the student to learn (Ozer 2004, p.1). Resources such as DVD's, utube videos, maps, objects from daily life and scientific equipment can all assist student
learning (Walsh and Dolan 2009, p60).
Social constructivists believe that learning occurs through social interaction as opposed to the
transactional or situated cognitive perspectives that focuses on learning whereby the student
just listens to the teacher and does not interact with fellow students to learn (Drew 2012, p.1).
However, the social constructivist learning approach values reciprocal teaching, peer
collaboration,

cognitive

apprenticeships

and

inquiry (Adams

2007,

p.2).

Social

constructivism is about students trying to find meaning in a task (Adams 2007). Students can
make meaning of a task when they can interact socially with their peers, objects and the
2

environment to get their interpretation of the task (Adams 2007). This social interaction leads
to increased evidence based knowledge and reduce prejudice and assists in the development
of scientific knowledge (Kim 2001, p.5). In addition Walsh and Dolan (2009) also argues that
social interaction teaching methods assist students in developing communication skills p.61.
However, O'Donnell et al. (2009) highlights that many teachers are not sufficiently trained to
support social constructivism activities to encourage student learning. In addition, O'Donnell
et al. (2009) suggests that the use of social constructivism activities in the classroom can lead
to the development of misconceptions among students because the students have to research
the topic themselves.

3.1 Practical Perspectives.

Vygotsky developed the "Zone of Proximal Development" (Mc Leod 2010, p.1). This stated
that the student can learn on their own but the students' knowledge can flourish with the
support and guidance from more experienced peers or adults (Surgenor 2010, p.6). To
develop the Zone of Proximal development in the classroom involves two students with
different perceptions working on a task at the beginning of a lesson and arrive at the shared
understanding at the end of the lesson (Well 2012). Also the teacher must be able to give
examples and hints during a lesson so that all students can identify with and so that it can
help to clarify the task that is to be performed in simple steps that suit each students level of
performance (Surgenor 2010). Thus, ensuring students reaching their full potential with the
guidance of teachers or with the collaboration with peers (Mc Leod 2010, p1). In the
Vygotsky classroom learning is enhanced by teacher-student and student-student interaction
(Jaworski 2001).
The methods used in social constructivist learning environment involve teaching skills,
reciprocal teaching, co operative learning, situated and anchored instruction (Ylimaki and
Farris 2010,p3). Effective scaffolding requires the teacher assessing the students knowledge
on the topic and the misconceptions the students may have on a topic (Ylimaki and Farris
2010). The teacher will encourage discussion between the students and teacher which can
help to enhance a clearer understanding of the topic (Mc Leod 2010, p.1). Students can ask
questions and the teacher can ask students to elaborate on the responses to clarify opinions
(Cherry 2012). The teacher can encourage students to think about a topic so they can develop
a better understanding of the topic (Surgenor 2010).
3

Reciprocal teaching is also used by the teacher when teaching students (Cherry 2012). This
involves the teacher dividing the class up into small groups consisting of four students or the
teacher may have two students discuss a topic for a few minutes and then the teacher may ask
the group for their opinion and points of view on the selected topic (Berger 2004). Splitting
students up into groups allows the students to question one another, summarise the points of
views which may lead to greater clarification of the topic (Ylimaki and Farris 2012). Group
work helps to create " Zone of Proximal development" where by the students have to take
responsibility for the information they provide (Surgenor 2010). Moreover peers with more
knowledge on the topic of discussion in the groups may also spur on the development of
students with less knowledge on the topic (Culatta 2011, p.2). For example if the slow learner
in the groups has no concept of the topic being discussed the expert student may explain it in
simple terms to the slow learner and help the slow learner to learn from the groups (Surgenor
2010, p.3).
Similarly, situational learning is also encouraged in social constructivist learning
environment. In situated learning, learning is promoted by meaningful context through active
learning (Surgenor 2010). For example in demonstrating a task the teacher may use practical
material so that the students can visual and learn the task better. The teacher may demonstrate
the technique of using a hand saw by demonstrating it to the student and then asking the
student to demonstrate the task and assess the students technique (Tools of the Mind 2012,
p2).
Anchored instruction is also used in the social constructivism learning environment
(Suregnor 2010, p.4). In the anchored instruction the teacher asks students to think about a
topic possible maths and work out problems and puts the students in groups so that the
students can think about solutions to problems (Murray and Arroyo 2004, p.2). Or the teacher
may put the student who is struggling to do a maths question with a student who had more
advanced knowledge of the problem working together (Kim 2001). The peer tutor provides
hints and instruction (Murray and Arroyo 2004). But the struggling student will rely less as
the peer tutor because the struggling student may begin to learn more and then the peer tutor
will gradually reduce the help the struggling student needs until the struggling student no
longer needs the peer tutor's help (Kim 2001). The teacher can also show the students project
work that is evidence of good practice and get students to practice in debates so that the pros
and cons of a topic are examined and the teacher can allocate small proportion of grades for

students assessment. This exercise will enable the teacher to assess the students progress
(Surgenor 2010, p.3).
Ilyass, Rawat and Bhatt (2013) carried out study looking at the effectiveness of teaching
algebra through social constructivism to improve learning outcomes of seventh graders in a
public school in Pakistan. The study highlighted that Vygotsky's social constructivist
approach helped to improve students' learning outcomes. However, it also helped students to
interact with fellow students, listen to other students, share their knowledge and developed
collaborative learning in friendly environment. But overall this teaching approach worked
better the traditional two way approach (Llyas, Rawat and Bhatti 2013).
Moreover, Bimbola and Daniel (2010) highlighted that when students were taught with the
social constructivist teaching methods their grades improve. Similarly, Keppell, Au, Ma and
Chan 2006) found that e- learning strategies allowed students to interact with other students.
Computer based assessment also motivated students to study and improve learning. This
process of collaborative learning also equips students for the work place because they can
learn to listen to others point of view (Murray and Arroyo 2004). Collaborative learning does
not encourage certain students to hold power over other students. However, it's a partnership
learning approach because all students work together can encourage formal and informal
learning (Mc Ananey et al. 2007). Formal learning involves group work and project work that
is worked on by the students because it has been assigned by the teacher for completion (Mc
Ananey et al. 2007). While informal learning involves students learning from discussion of a
topic in the casual social setting (Keppell, Au., Ma. and Chan 2006). But Lui (2012)
highlights that e- learning cannot be allowed to replace social interaction between
individuals.
Furthermore, Kiopfer, Osterweil and Groff (2009) highlighted that students nowadays use
computer technology to collaborate and inform themselves about lifelong matters that are
important to them. For this reason computer technology is a perfect way of enhancing
students thinking and learning in the classroom (Kiopfer, Osterweil and Groff 2009).

In

addition, Azzarito and Ennis (2003) carried out a study looking at how teachers enhance
student learning through social constructivist strategies to give a deeper meaning to students
learning. In the study the teachers used blackboard in investigate student learning into the
benefits of physical education (Azzarito and Ennis 2003). This give students a better
understanding of the rules of the game of hockey. The teacher taught the students the rules by
5

using posters before the students went out to play the game. This ensured the students could
get a better knowledge of the game (Azzarito and Ennis 2003). The teachers evaluated
student learning before the students played the game by using questions so the students could
recall the information. The gym became the learning environment where students participated
in the game and interacted with other students (Azzarito and Ennis 2003). A curriculum
"Sport for peace" was set up to assist students in self development and so the student could
connect with their other peers and feel equal (Azzarito and Ennis 2003). This social construct
approach which used the "Sport for peace" curriculum helped students to respect their peers
and create a "sense of family between the students" (Azzarito and Ennis 2003). Likewise
research by Springer (2008) looked at what motivates adolescent to learn. The research
highlighted that parents and teachers played a key role in enhancing students learning. It
important that teachers connect with the topic being taught to the every day events to make
learning more meaningful for the students and to allow students see how certain skills were
necessary for the real world (Springer 2008).
Problem solving approach
Furthermore, Wilson (2007) investigated teaching English as a foreign language to Chinese
students. The study showed that its important that students must listen to the reading to make
sense of what they are reading (Wilson 2007). The teacher asked questions about the piece of
reading so that student could get a better understanding of the reading. The students were put
into small groups to practice their reading (Wilson 2007). It also allowed them to help one
another to decode meaning, analyses the text and compare notes with their peers to get
greater meaning of the reading (Wilson 2007). To enhance their communication skill of
english the teacher encouraged the student to present their topic on a slide show to show their
skill of English (Wilson 2007, p.3).
4. Conclusion
The author highlighted that social constructivism techniques can enhance student learning
and enhance their social skills necessary to progress in the world so that students can become
confident as an individual. Social constructivism in education can empower students and
enable students to advance their understanding and knowledge. Students have control over
their own thinking and gain knowledge in a inquiring manner. Social constructivist classroom
environments also encourage active, autonomous and meaningful learning. Overall the

literature highlights that social constructivism techniques can enhance students experiences
and improve the achievement of learning outcomes.

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