SOCIAL CONSTRUCTIVIST THEORY - LEV VYGOTSKY

This PowerPoint presentation explores the social constructivist theory of learning, emphasizing the role of social interactions, cultural factors, and language in cognitive development. The presentation delves into key concepts such as the Zone of Proximal Development (ZPD), scaffolding, and guided participation. It also discusses the implications of social constructivism for teaching and learning practices, including collaborative learning, problem-based learning, and authentic assessment.

1. SOCIAL CONSTRUCTIVIST THEORY Carlos Hilado Memorial State University Talisay City, Negros Occidental Foundations of Science Education Master of Arts in General Education – General Science Reporters: Freddie E. Cabigon III & Lord William B. Pacurib

2. What is Social Constructivism? Social constructivism says culture and social interactions are really important for how we learn and think. It means that people learn by being part of a community and sharing experiences. As they engage with others, they develop important thinking skills. Learning is less about memorizing facts and more about becoming part of a group that shares knowledge and practices. This shared understanding helps individuals grow and learn together.

3. Proponent of Social Constructivism Lev Vygotsky disagreed with Jean Piaget, who mostly saw learning as something we do on our own. Vygotsky said that while our own thinking is important, the people around us and the things we experience play a huge role in how we learn. These outside influences, like the language we hear and what we think about it, shape how we understand the world.

4. The Theory of Scaffolding People learn better when someone helps them. With this help, they get better and can do more things on their own. The key is to give them a challenge that is just a little harder than what they can do alone, but still possible with some support.

5. Social Constructivism in Classroom Social constructivism in teaching means that teachers help students learn by letting them work on interesting and real-life activities. Instead of just giving them the answers, teachers guide them through problems, encourage group work, and support them with advice and praise. This way, students stay motivated, learn from each other, and grow mentally as they tackle challenges. Teachers, classmates, and others in the community all play a part in helping students learn.

6. Social Constructivism in Classroom Group Work In a group work, students talk about what they know and help each other understand things better. The teacher teaches them how to work well together and share knowledge. The people around a student, like classmates and the culture they live in, play a big role in how the student learns and understands the world.

7. Social Constructivism in Classroom Workshop A workshop is a learning activity where students are more involved in their own learning. Students work together and share their ideas, drafts, and finished work with their classmates, their teacher, and even people outside of the class, like their parents. It's about learning by doing and helping each other out.

8. Social Constructivism in Classroom Anchored Instruction Anchored instruction works by focusing lessons around a specific, interesting topic that students can relate to. This method helps students think more deeply and build skills for solving problems and thinking critically. It's like using a fun story or real-life example to grab their attention and help them learn better.

9. Literature Supports Social constructivism is a learning theory that emphasizes the role of social processes in knowledge creation and understanding ( Milutinović , 2011). It posits that knowledge is constructed through interactions and collaborative learning, with language and communication playing pivotal roles (Saleem et al., 2021). This approach advocates for learner-centered and collaborative teaching methods, encouraging students to actively engage in group discussions, problem-solving, and knowledge sharing (Saleem et al., 2021). Social constructivism views learning as a self-directed, creative process that can be activated but not fully controlled by teaching efforts (Siebert, 2004).

10. Literature Supports It distinguishes itself from radical constructivism by affirming that human development is socially situated, and knowledge is constructed through interaction with others ( Brau , 2020). When applied as a culture rather than isolated activities, social constructivism offers valuable insights for enhancing educational theory and practice, promoting deep understanding and recognizing the complexity of teaching and learning in school contexts ( Milutinović , 2011).

11. Literature Supports Social constructivism in science education emphasizes the collaborative nature of learning and the importance of cultural and social contexts ( Rannikmäe et al., 2020). It builds on constructivist principles but shifts focus from individual to social construction of knowledge within scientific communities (Hodson & Hodson, 1998). This approach advocates for purposeful teacher intervention and views learning as enculturation (Hodson & Hodson, 1998). Social constructivism can provide frameworks for multicultural science education research, aiming to understand and reconstitute realities constructed by various cultural groups to include scientific reality (Atwater, 1996).

12. Literature Supports The theory supports a "science for all" philosophy and emphasizes student-relevant, motivational teaching modules that incorporate contextualization and de-contextualization stages ( Rannikmäe et al., 2020). Overall, social constructivism offers a valuable perspective for enhancing science education and promoting equitable learning opportunities.

13. Applications to Science Education Collaborative Learning: Encouraging group work allows students to discuss and debate scientific concepts. Through dialogue and collaboration, they can construct their understanding collectively, building on each other's ideas. Contextual Learning: Science lessons can be connected to real-world contexts relevant to students' lives. This approach helps students see the relevance of scientific concepts and encourages them to explore and construct knowledge based on their experiences.

14. Applications to Science Education Problem-Based Learning (PBL): Presenting students with real-life scientific problems encourages them to investigate, hypothesize, and experiment collaboratively. This method promotes critical thinking and allows students to take ownership of their learning process. Scaffolding: Teachers can provide support structures to help students progress through complex concepts. This could include guiding questions, prompts, or tools that help students build on their prior knowledge and reach higher levels of understanding.

15. Applications to Science Education Peer Teaching: Allowing students to explain concepts to their peers reinforces their understanding and helps develop communication skills. Teaching others is a powerful way to solidify knowledge and uncover gaps in understanding. Cultural Relevance: Incorporating students' cultural backgrounds and experiences into science curricula can make learning more meaningful. Recognizing diverse perspectives can enrich discussions and deepen understanding of scientific concepts.

16. Applications to Science Education Reflective Practice: Encouraging students to reflect on their learning processes helps them recognize how they construct knowledge. Journals, discussions, and self-assessments can facilitate this reflection. Inquiry-Based Learning: Allowing students to ask questions and pursue answers through hands-on experiments fosters curiosity and promotes active engagement in the learning process. This method aligns well with the principles of social constructivism, as students learn through exploration and discussion.

17. IN BRIEF Social constructivism is the idea that learning happens best when people work together. It's not something we do alone. Lev Vygotsky's idea, called the Zone of Proximal Development (ZPD), helps teachers plan lessons by focusing on what students can learn with help.

18. IN BRIEF Learning should connect to real-life situations, not just stay in the classroom. What students experience outside of school should connect to what they learn inside. With the support of teachers, friends, family, and the community, students can understand things that would be too hard for them to learn alone.