Social-Constructivist Approach
Social-Constructivist Approach
EducationPhilosophySocial-ConstructivistApproachlearning is claimed to be achieved by sharing, discussing and critically reviewingownandothersideas/productsthis paradigm treasures and values the establishment of a strong cooperative andcollaborative culture within aknowledge-buildingcommunitystudents can learn, constructnewknowledge and relate newknowledge topriorknowledgethroughinteractingwithothersinteraction, sharing anddiscussionare significant to thelessons
• learning is claimed to be achieved by sharing, discussing and critically reviewing own and others ideas/products • this paradigm treasures and values the establishment of a strong cooperative and collaborative culture within a knowledge-building community • students can learn, construct new knowledge and relate new knowledge to prior knowledge through interacting with others • interaction, sharing and discussion are significant to the lessons Education Philosophy Social-Constructivist Approach
Social-ConstructivistApproachEducationPhilosophy· this approachoftenbeingusedwithTask-basedApproachorProblem-basedLearningApproachapartfrom students'understanding about the subjectmatterknowledge,social-constructivist approachaims athelpingstudentstodeveloptheirmetacognitiveabilitiesandhigherorderthinkingskills,suchasreflectivethinkingskillscritical thinkingskillsskills of constructingknowledgethroughworking cooperativelyandcollaborativelywithothers
• this approach often being used with Task-based Approach or Problem-based Learning Approach • apart from students’ understanding about the subject matter knowledge, social-constructivist approach aims at helping students to develop their metacognitive abilities and higher order thinking skills, such as • reflective thinking skills • critical thinking skills • skills of constructing knowledge through working cooperatively and collaboratively with others Education Philosophy Social-Constructivist Approach
RolesofTeachers &StudentsSocial-ConstructivistApproachstudentsplaytheroleoftheco-buildersofknowledgestudentshavetoresponsetochallenges,review ownand otherworks/ideascriticallyteacherwoulddesign classroomactivities in which studentscanattainknowledgeco-construction&explorationteacherdoes not seetheirprimaryroleasthatof anexpert butratherassomeonewho poses challengesto studentsandresponses students'discussions
• students play the role of the co-builders of knowledge • students have to response to challenges, review own and other works/ideas critically • teacher would design classroom activities in which students can attain knowledge co-construction & exploration • teacher does not see their primary role as that of an expert but rather as someone who poses challenges to students and responses students’ discussions Roles of Teachers & Students Social-Constructivist Approach
Learning ProcessSocial-ConstructivistApproachThenumberoflessonsthatthisapproachmaytakedependsonthediscussiontopic and its demandedanswers.Thelearningflow includes1.Teacher statesthe discussiontopic2. Studentsorganize theirpoints of viewon their own or in groups3.Students'presentation4.Students'discussion5.Teachers'feedback
The number of lessons that this approach may take depends on the discussion topic and its demanded answers. The learning flow includes: 1. Teacher states the discussion topic 2. Students organize their points of view on their own or in groups 3. Students’ presentation 4. Students’ discussion 5. Teachers’ feedback Learning Process Social-Constructivist Approach