ESS 712

Assignment 1

Maximizing Student Learning

through Social Constructivist

Approach

By. Ulfa Rahmi

211077007

Table of Contents Introduction ............................................................................................................................................ 1

Defining Social constructivism ................................................................................................................ 1

Benefit of social constructivism in science classes ................................................................................. 2

Example of social-constructivism strategy ............................................................................................. 4

Conclusion ............................................................................................................................................... 5

Reference ................................................................................................................................................ 6

Ulfa Rahmi Page 1

Maximizing Student Learning through Social Constructivist Approach

Introduction Nowadays, the growing demand on how to make students scientifically literate is becoming

more and more important. One of the main reasons why humans need to be scientifically

literate is to improve understanding and awareness of their surroundings and develop

critical thinking skills on the phenomena in the world so that they could make a wise

decision for their health and environment. Due to this demand, teachers, as an active

agent, need to develop a method that could promote a better science learning in which

students could really grasp the science knowledge.

Based on the newest perspectives, a social constructivism, mentioned that students are

learning best when they are in a social situation (Cobb, 1994). Thus, teachers have to be

able to promote a classroom community in which students could construct their knowledge.

This paper will discuss how the social constructivist approach might benefit students in

learning science. Moreover the classroom teaching strategy will be given as an example of

the social constructivist approach.

Defining Social constructivism There are two major trends that have risen in the last three decades. The first is the view

that knowledge is the result of mental activities which is generally known as constructivism.

In other words, students understand the knowledge by actively constructing their own ways

of knowing by adapting new information with their existing knowledge (Bereiter, 1994;

Cobb, 1994; North Central Regional Educational Laboratory, n.d.). The constructivist

approach is evolved from Piaget which focuses on cognitive processes. Since it analyzes the

process of one’s thinking, this approach involves a conceptual process which is commonly

known as conceptual change (Cobb, 1994). Conceptual change is denoted as a process of

replacing the old concepts to the intended knowledge. It is designed to convince the

students that some situations that they understand are actually misunderstood. In a

conceptual change, students are responsible in constructing their own understanding and it

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is believed that the dissatisfaction with their prior knowledge is the trigger to a conceptual

change. Hence, if the alternative conception which is intelligible, plausible and fruitful is

available, accommodation of the new conception might occur (Duit & Treagust, 2003).

However, the more contemporary perspective on learning would disagree with this view.

They argue that learning not only involves individual cognition but also social processes.

As it argues that knowledge is socially constructed, it leads to the second view, social

constructivism. In this perspective, the knowledge and understanding are constructed when

a person engages socially in activities and conversation about shared problems or tasks

(Driver, Asoko, Leach, Mortimer, Scott, 1994). A social constructivist perspective which is

also known as socio-cultural is derived from Vygotsky’s theory. He stated that ‘Social

interaction plays a fundamental role in the process of cognitive development’ (Learning

Theories Knowledgebase, 2011). He also emphasized that learning could occurs under adult

guidance or peers with more knowledgeable in information which is known as zone of

proximal development (Cobb, 1994).

In science classrooms, socio-cultural implies a form of learning and teaching situation in

which students are fully engaged and find the learning process meaningful for them. By

having this form of situation, students have opportunities to participate in constructing their

knowledge. Of course this will not be succeeded unless teachers could build a classroom

culture that could promote critical and productive inquiries (Beck & Kosnik, 2006). Tytler

(draft in press) mentioned that in order to have quality learning, teachers need to support

the students by giving them activities and creating an atmosphere where students could

interact with their peers and teachers to challenge their thinking in seeking the evidence.

This situation is in line with the social constructivism since interaction could enhance

students’ learning and understanding, therefore students could be scientifically literate.

Moreover, actually, the social constructivist approach is also implemented in science

practice where the scientific knowledge is usually constructed and communicated through

the community or institution of science (Driver et.al, 1994).

Benefit of social constructivism in science classes As we already know that learning will occur better if only students are exposed in personal

and social construction, teachers should start to shift the way they teach from traditional

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approach–transmissive- to contemporary approach which is more constructivist. Students

are expected to have an active role in learning. The role of the teachers and the students are

then shifted. Here, teachers should work together with the students and act as a facilitator

to making meaning in students’ learning. Therefore learning becomes ‘a reciprocal

experience’ between teachers and students (Learning Theories Knowledgebase, 2011).

A socio-cultural learning which involves a lot of classroom interaction might act as

‘instantiation’ of the schooling in which practice culturally structured. Further, in making

sense of the knowledge, students are ‘appropriating’ the teachers’ explanation and

contribution whereas in the constructivist approach, students will employ the term

‘accommodation and mutual adaptation’ (Cobb, 1994:15).

In using a socio-cultural approach, learning is focused on the types of social engagement

that obviously could enable learners to participate in the activities of the expert (Cobb,

1994). In a classroom for instance, a group discussion will allow the students to express,

generalize and transfer their knowledge which later could influence the ‘low performance’

students to understand the knowledge. The meaning-making of the students is a dialogic

process that involves ‘person in conversation’ in building the knowledge with a more skilled

members scaffolding them (Driver et.al, 1994: 7). As this happens, the low performance

students will ‘appropriate’ the knowledge through their involvement in the activities.

Consequently, by applying more group discussion, students could have a stronger

foundation for conveying ideas verbally. There is evidence from several studies that argues a

discussion has a fundamental role in shaping students ability in testing, synthesizing and

building a deeper understanding in learning. In addition, such discussion which in line with a

social constructivist approach, could increase students ‘motivation, collaborative skills and

the ability of problem solving’ (Wikipedia, 2011).

Another point for fostering social constructivism in a classroom is to make learning more

attractive (Beck & Kosnik, 2006). Since it is more student-centered, students might find

themselves more involved in the learning situation. This approach also considers a student

as a whole person which involves thought, emotion and action. Thus they could express

their self throughout the learning process and they could understand the knowledge easily

as the appropriating process happen. This situation might not occur if we use a transmission

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or lecturing style of teaching and perhaps it could lead to boredom. Brophy (2002 cited in

Beck & Kosnik, 2006) also mentioned that by having a well class community could have a

positive influence in a broadly intended direction. For instance, classroom community-

teachers and peers- could give a strong social and emotional support which later could

enable the learners to take opportunities to enhance their learning.

Example of social-constructivism strategy To implement a social constructivist approach, teachers must bear in mind not to use a

traditional teaching style such as lecturing. They need to create a classroom community that

supports a participatory environment which could increase students’ opportunity for

interaction and conversation with one another to express and discuss their ideas. If teachers

succeed to develop this community, not only they success to implement a social

constructivist approach but also it could increase students’ performance in developing their

reasoning skills and arguing their ideas in a persuasive and respective ways (Reznitskaya,

Anderson & Kuo, 2007 cited in Wikipedia, 2011).

Furthermore, a constructivist teacher should be able to develop a learning context in which

learners are engaged in interesting activities. Teachers encourage the students and facilitate

learning. This does not mean that the teachers only stand and watch how the students

explore and discover, they might need to scaffold the students as they solve the problems

or tasks, encourage learners to work in groups, and direct them to real life situations.

Therefore, teachers, also peers and others community members of students, facilitate

cognitive growth of the students’ mind (Social constructivist theory, n.d.).

Cooperative Learning

One of the teaching strategies in line with Vygotsky’s theory is cooperative learning.

Cooperative learning is a teaching strategy in which the students are put into a small group

where each member in the group has a different level of competence. In this strategy, each

member of the group is responsible not only for understanding the content being taught but

also helping their group mates learn (Cooperative Learning, n.d.).

Johnson and Johnson (1986 cited in Steakley, 2008) mentioned, students who are

encouraged to learn in a small group would develop a greater critical thinking and have

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longer students’ retention in learning than those students who are working alone. Moreover

it will enhance students' social skills and encourage student self-esteem. By using the

cooperative learning strategy, students will be more productive in solving the problem

rather than to be competitive with others (Cooperative learning, n.d.).

Gillies (2003 cited in Ferguson-Patrick, 2007:3) stated “When children work cooperatively

together, they learn to give and receive help, share their ideas and listen to other students’

perspectives, seek new ways of clarifying differences, resolving problems, and constructing

new understandings and knowledge. The result is that students attain higher academic

outcomes and are more motivated to achieve than they would be if they worked alone”.

From the above statement, clearly, we can say that when students work collaboratively,

they could achieve a better understanding on the knowledge.

The example of class activities that use the cooperative learning framework is ‘think-pair-

share’. Think-pair-share is a strategy involving a three step collaborative structure. In the

first step students are required to think silently about a question given by the teacher. Then

in the second step, they are paired up and exchange thoughts. In the last step, each pairs

share their responses with pairs or to the entire class (Cooperative learning, n.d.). Another

class activity that is currently being used is Jigsaw. Jigsaw is a teaching strategy in which

each students in group is given a different topic, then they are doing research with other

group who has the same topic and later they coming back to their own group to explain

each topic from each member (Wikipedia, 2010). Both of the strategies are reflect the socio-

cultural perspective where the students are expected to build the knowledge through

interaction between peers and also teachers as facilitators.

Conclusion Due to the demand of preparing the students more scientifically literate and making

meaning of the knowledge, teachers should shift their perspective from a traditional

approach to a constructivist approach. However, since learning not only involves individual

cognition but also social processes, teachers therefore should use a social constructivist

approach which emphasizes social influence in gaining the knowledge. This approach has

proven to be an effective way to enhance students’ performance as it could increase

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students’ cognitive growth as well as their communication skills. The strategy that is

commonly used in classroom is a cooperative learning which encourages students to works

collaboratively. It is believed this strategy will result a good outcome since students will

attain higher academic achievement and are more motivated to reach a good performance.

Reference

Beck, C & Kosnik, C 2006. Innovations in teacher education: A social constructivist approach,

State University of New York Press, New York

Bereiter, CP 1994. ‘Constructivism, socioculturalism, and popper’s world 3’, Educational

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association, accessed on 24 January 2011.

Cobb, P 1994. ‘Where is the mind? Constructivist and sociocultural perspectives on

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http://edtech.kennesaw.edu/intech/cooperativelearning.htm

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Steakley, ME 2008. ‘Advantage, disadvantage, and application of constructivism’, University

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