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What is Socio-Constructivism

Chapter 5
Implicit Pedagogy for Optimized Learning in Contemporary Education
Vygotsky’s sociocultural theory of human learning which describes learning as a social process and the origination of human intelligence in society or culture. Human development is socially situated. Social interaction plays a fundamental role in the development of cognition and knowledge is constructed through interaction with others.
Published in Chapter:
Educational Paradigm and Professional Development: Dimensions of the Culture of Educational Institution
Lidija Vujičić (University of Rijeka, Croatia) and Akvilina Čamber Tambolaš (University of Rijeka, Croatia)
Copyright: © 2019 |Pages: 27
DOI: 10.4018/978-1-5225-5799-9.ch005
Abstract
The culture of an educational institution is a set of individual values and norms, attitudes, beliefs, rituals, expectations, and actions of its members. Without changing the basic assumptions (implicit theories) of individuals working in an institution, there are no fundamental changes in the quality of the educational process. Professional development is understood as continually testing the quality of our own educational interventions, and redefining and modifying them based on the feedback from practice. In this chapter, the authors will focus on the results of preschool teachers' attitudes towards the different aspects of the educational process and the results of the frequency of using modern forms of professional development, obtained by survey method. There is a positive correlation between the modern educational paradigm of the preschool teacher and her participation in the contemporary forms of professional development, which testifies of the mutuality and interdependence of these two dimensions of the culture of the institution of early education.
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Chapter 32
How to Bring Together Two Generations so Distant in Age, yet so Close by Heart: A Case Study of the LAGR Project
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Chapter 4
Practice Perspectives on Learning Analytics in Higher Education
Like the theory of constructivism, socio-constructivism acknowledges the learner as active in the construction of their own knowledge. However, knowledge construction occurs primarily as a result of social interaction. Knowledge is constructed through a process of discussion and negotiation.
Published in Chapter: Practice Perspectives on Learning Analytics in Higher Education; From: Handbook of Research on Transdisciplinary Knowledge Generation
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Chapter 17
An Innovative Way of Learning through the Use of the Interactive Whiteboard within a Cooperative Learning Context
It is an approach which considers knowledge as a process that takes place first at the interpersonal level, and later became personal. The construction of knowledge, therefore, takes place within the socio-cultural context in which the individual acts. As result, interaction and language play an important role in the learning process.
Published in Chapter: An Innovative Way of Learning through the Use of the Interactive Whiteboard within a Cooperative Learning Context; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 29
RESCUE: Improving Students’ Retention through Successful Relations at School
Constructivism views reality as being in the mind of the knower, without denying external reality altogether (solipsism), although some radical constructivists come very close to complete denial. Constructivism’s central idea is that human knowledge is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.
Published in Chapter: RESCUE: Improving Students’ Retention through Successful Relations at School; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 85
Academics' Perceptions of Using Technology with Face-to-Face Teaching
A set of beliefs about teaching and learning stems from Vygotsky’s (1978) work on social learning and the power of collaboration. Deep learning is achieved when learners share and question their understandings.
Published in Chapter: Academics' Perceptions of Using Technology with Face-to-Face Teaching; From: Handbook of Research on Education and Technology in a Changing Society
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